Say what? I understood your last paragraph, but can you please elaborate on, “…mirrors the violence of a city whose racial bias and ingrained policy response reflect a decadence of leadership as well as a denial of true genetic superiority.”? What do you mean?

Thank you for your coverage.

The shockingly low English & Math proficiency scores among black males, in particular, and black students, more specifically, mirrors the violence of a city whose racial bias and ingrained policy response reflect a decadence of leadership as well as a denial of true genetic superiority. The solution to such abomination can be found in the return to traditional life-giving values that recognize and respect the rights of all people to life, liberty and the pursuit of happiness.

We must recognize that an Almighty Deity created this Universe and everything therein, both animate and inanimate and that we enjoy life on Earth precisely to acknowledge and pay reverence to HIM.

In Trust,
Beverly Evon Neeley, Sociologist/Co-Owner
Image of the Mind, Inc.
sTudent Instruction Empower
Dallas, Texas

If women try to raise and control boys you have all kinds of problems including the rogue elephant problem. I’m not saying it can never work on occasion, but we know it does not work as a rule.

As far as what’s required to get control of adolescent girls, I’d love to hear what the other readers think. I’ve been told by male and female teachers that the girls are even more difficult to bring back into control when they are rotten. And my experience that a tough female teacher can do it with less difficulty than a man.

The only thing that makes me uneasy is that admitting that black men are required to teach black boys leads to segregation (unless we are going to tranform our teaching core into all black men – who could presumably also successfully teach non-black boys). I am not sure there is a practical solution in this observation. I did recently hear the statistic that the single most effective “radical change” that can be made to boost achievement in schools was separating the sexes – particularly in the classroom. It seems to work to the advantage of boys and girls regardless of other demographics… That surprised me.

http://www.vdare.com/misc/110127_weissberg.htm

There are black students that are in school interested in a particular goal that requires college or are interested in college. And when I say “interested” I don’t mean wanna-be or “dreaming” about it like some people like to gush, I mean making normal progress towards college. In other words, on college track. Yes, there are black students who do this. But they are a minority of all the black students and I don’t mind saying it. It is what it is.

What we have done is destroy black self sufficiency by imposing college prep on those unsuitable for it and in the process running them completely out of secondary school and out of the blue collar and service jobs they could have had (which are then scooped up by foreigners).

Tracking is not a bad thing, it’s the thing that keeps people from going off the rails and failing to safely realize the minimum level of occupation and income they should have been able to reach. You tell them they can change their targets when they are ready to change their ways to get a higher target. But until then they’d better get cracking at what they can safely manage. That is no disservice to anyone of any race or sex.

And I also don’t mind using such assessment tools as IQ tests and vocational aptitude tests to help placement as well as offerring the student an upgrade in placement as long as they are ready willing and able to meet the requirements of a higher placement (ie show up, do the homework, get reasonable grades, not kill the teacher, whatever..)

OUSD could iron things out and reclaim it’s academic place from the charters if they’d designate schools as either academic or vocational and mercilessly flunked out anyone in the academic classes who didn’t perform as required (including deportment). It’s easy to do, time pressure tests on a grade curve… Students would practically sort themselves.

This was already done at the Oakland Tech/UC Berkeley demonstration Summer School Program. It was integrated but not by much. There were no behavior problems that I remember, no attendance problems either because you were disenrolled if you missed more classes than allowed regardless of reason.

Speaking of which I’m hearing a lot of chatter about the Jr Colleges toughening up considerably. Students are terrified at jury duty about missing any time from Jr. College, saying they’ll be disenrolled if they miss class and as a result lose everything (the place and the funding, etc.).

Because of our horrid (I agree) history of tracking students of color into blue color and and lower level classes that ONLY teaches students to fill out aid forms or job applications. Once we allow for tracking that allows for flexibility – moving from one track to another when students show aptitude or achieve scores needed, then tracking will not be seen as evil. However, if I did not walk in my classroom and look at EVERY student – those that show up every day with their homework complete and those that show up some or most days with or without homework – as though each and every one were capable and willing to learn top grades and top test scores, I am seen as not doing my job and not holding each student to “the same high standards.”

I personally believe that every student I have can learn the same grade level material at the proficient level. However, I have some gifted students and some highly motivated students that could work far beyond anything we teach at our middle school if they were given the opportunity to do so. Likewise, i have students who drink and get high on the same block of our school, who show up about 50% of the time and who brag about what they have stole and who they had sex with during my class. I work to teach them, they work to disrupt the other students in the class and me. If I ignore them, or discount what they have to say, I am tracking.

Some days I can’t win for losing.

Very frustrating – have to go. More later.