White students made greater progress than blacks and Hispanics

[azrom]

Affluent children score higher than poor children on standardized tests, and Asians and whites do better than blacks and Latinos.

The No Child Left Behind Act, an education law signed by President Bush in 2002, was supposed to help change that. But as Congress prepares to reconsider the legislation this year, there are few indications that achievement gaps have been shrinking.

In California, middle-class students’ performance on state exams continues to exceed poor students’ performance at about the same rate as three years ago, according to a report the Policy Analysis for California Education research center released late last year.

The difference persists at all grade levels in elementary and middle school, according to the report.

Data from the National Assessment of Educational Progress shows that across the nation in 2004, white teens outperformed their black and Latino counterparts in math and English at roughly the same rate as they did in 1999.

{snip}

Pixie Hayward Schickele, who chairs the California Teachers Association’s work group on No Child Left Behind, says the law points out a problem—differences in achievement—without providing solutions.

{snip}

Local gaps persist

In San Bernardino City Unified, San Bernardino County’s largest school district, test scores for every group of students have risen since 2002, according to the California Department of Education.

But the achievement gap is not closing.

White students’ gains outpaced those of blacks and Latinos, and poor children and children whose parents did not finish high school were still doing worse than their peers. Disabled students and children not fluent in English still had the lowest scores.

At the high school level, where differences in achievement are usually more pronounced, the gap between the percentage of whites and Latinos—and between whites and blacks—who were proficient in math and English remained in double digits at four of the district’s five largest high schools.

The only exception was San Bernardino High School, which had the lowest overall test scores among the five.

Improving teaching

Though the achievement gap remains wide, some people who work in education say No Child Left Behind has been valuable because it makes public the vexing issue of inequity in education.

With schools now reporting test results, educators feel pressure to do more for those in need—special education students, poor children and some minorities, said Ronald Powell, administrator for an agency that works with area school districts and the county Superintendent of Schools Office to educate disabled children.

{snip}

Patterns of success

Douglas Reeves, a researcher who spoke to the Senate’s education committee in June on how to improve No Child Left Behind legislation, has studied so-called 90/90/90 schools, where 90percent of the students are minorities, poor and yet proficient on standards-based exams.

“Some people use that evidence to say, ‘Poverty doesn’t matter, buck it up, kid.’ That would never be my inference,” Reeves said. “My inference instead is that (poverty) need not be determinative.”

When Reeves and other researchers looked at the 90/90/90 schools, patterns emerged.

{snip}

“You continue to see some of the same things again and again,” he said.

Impact of social issues

Hayward Schickele said though 90/90/90 schools do exist, every school has unique needs. The 90/90/90 formula may not work everywhere, and not all schools can afford to implement the measures used in 90/90/90 schools, she added.

She said she and colleagues work hard to help all children learn, but that luring good teachers to urban districts and keeping them there is a challenge.

A study released last month by the Center for the Future of Teaching and Learning showed that statewide, schools with the highest percentage of minority students still had the least-experienced and qualified teachers.

{snip}


ABOUT THIS SERIES

Editor’s note: Today [the San Bernardino County Sun begins] a three-part series about No Child Left Behind education-related legislation up for review by Congress this year.

TODAY We examine the achievement gap between affluent and poor children, and between whites and minorities.

FRIDAY We spotlight what local schools are doing to meet the requirements of the legislation. A major challenge has been helping children with limited English skills.

SATURDAY Educators share their hopes for the future of No Child Left Behind, and whether it needs to be fine-tuned or abandoned altogether.


http://www.amren.com/mtnews/archives/2007/01/many_still_left.php

[fjack]

Time after time, these studies show the same results. I believe that this is a cottage industry for white sociologists that keep on getting one government grant after another. How many studies have shown the same results, over and over again and again, millions and millions of dollars wasted on the same study. We must put a stop to this drain on the federal budget. It is a complete joke and scam. I, for one, am sick of this.

[Lewinsky Stinks, Dr. Brennan Rocks]

And this is news why?

Kids coming from cultures emphasizing achievement will always score higher than kids whose cultures emphasize maximizing street credibility, fame, power, toughness, etc.

[azrom]

American education has been dumbed down to make [censored] and illegals feel good about being failures. Pretty soon everyone in school will be playing with blocks and [censored] and illegals still won't pass.

[azrom]

Facing unacceptably low math scores and a “whopping” disparity between black and white students when it comes to those scores, the state is radically changing the way it teaches math, state Schools Superintendent Kathy Cox told legislators Wednesday.

{snip}

The shift was brought on by disturbing math achievement figures, which have lagged even as reading scores have increased across the state, Cox said.

For example: White high school students meet math testing requirements at a rate of about 86 percent, Cox said. For black students, the rate is under 59 percent.

Math scores among black students are the No. 1 reason Georgia schools did not meet federal standards last year, and math scores on the SAT college entrance exam are why Georgia students perform below the national average, Cox told lawmakers.

“Hard to look at,” Cox said of the numbers.





http://inverted-world.com/index.php/news/news/overhaul_in_math_instruction_coming_to_georgia_schools/

[Hail Columbia]

These people would sooner die rather than admit that they can't change certain things.  All of these attempts at bridging the gap will all come to naught.

[Lewinsky Stinks, Dr. Brennan Rocks]

Yeah, and before long we'll have universities bringing on Busta Rhymes and Snoop Dogg to teach calculus and quantum physics, because we all know that "street wisdom" is all one really needs to learn in life!

[Fruit of thy loins]

I'm 100%-behind Chaim when he said that education is wasted on [censored].

They are only good at physical activities.  My condolences to all the non-black children who are artificially held back in the futile pursuit of 'intellectualizing the [censored]'.

[fjack]

The only thing that africanus can do is to have sex with fruit of the loon's mother, sister, aunt, father (the down low), his grandmas and maybe fruit of the loon himself. Fruit of the loon is so sick and lonely I am sure that he will take on all cummers.

[Fruit of thy loins]

The only thing that africanus can do is to have sex with fruit of the loon's mother, sister, aunt, father (the down low), his grandmas and maybe fruit of the loon himself. Fruit of the loon is so sick and lonely I am sure that he will take on all cummers.

Put your small, uncircumcised penis away.  Tago Umbonki is here with his long, hard, stiff, glistening mighty member that makes all the white girls you can think of totally wet, and you wouldn't want to feel inadequate by comparison now would you?   

[fjack]

fruit of the loon, I pity you.

[Yochanan Zev]

Facing unacceptably low math scores and a “whopping” disparity between black and white students when it comes to those scores, the state is radically changing the way it teaches math, state Schools Superintendent Kathy Cox told legislators Wednesday.

{snip}

The shift was brought on by disturbing math achievement figures, which have lagged even as reading scores have increased across the state, Cox said.

For example: White high school students meet math testing requirements at a rate of about 86 percent, Cox said. For black students, the rate is under 59 percent.

Math scores among black students are the No. 1 reason Georgia schools did not meet federal standards last year, and math scores on the SAT college entrance exam are why Georgia students perform below the national average, Cox told lawmakers.

“Hard to look at,” Cox said of the numbers.





http://inverted-world.com/index.php/news/news/overhaul_in_math_instruction_coming_to_georgia_schools/

Without knowing the racial/demographic makeup of each school surveyed, any claim or theory having to do with race and intelligence based on these findings alone is unwarrented.

If the majority of schools are still not fully integrated, then you can't assume that all the children are receiving the same education.  If all majority of black children go to schools A, B, and C, and a majority of white students go to D, and E, then to make any fair assumptions about race and intelligence, you would have to insure that the quality of education offered all schools surveyed are equal.

Otherwise the fat white snank is just talking out of her A-Hole.

[fjack]

I keep hearing about the 'quality of education'. The 'teachers' that teach in public schools all major in education. This is a phoney degree in which they learn mumbo jumbo. White teachers and black teachers go to the same schools, learning this type of useless psuedo psychology. Private school teachers, in the better schools, hire teachers that have degrees in the subject they teach, such as math, chemistry, history etc. The private school teachers do not take education courses. The teacher's college are a give away for people that have no brain power to major in anything else. As for the gap between whites and blacks, if all the teachers take the same courses and graduate then the problem must shift to the students. I attend a City College and I see blacks listening to their i-pods in class or playing with their games, they don't complete their assignments,their projects, they do  nothing. I am in my third year engineering and architecture so all my classes are white and asians, the blacks have be weeded out since they could not pass math. The blacks were transferred to education or entertainment technology (they can major in rap and recieve a BA). So, if the teachers are all graduates who take the same courses then it must be the parents or the students.

[Scriabin]

A youngster can get a better education roaming the streets than he can at a public 'school'.

[azrom]

The Totality of Available Evidence Shows the Race IQ Gap Still Remains


Despite widespread claims that the gap is closing between Blacks and Whites in educational achievement and intelligence test scores, new research shows the 15-point IQ difference is as large today as it was 100 years ago. A study published in the October 2006 issue of Psychological Science showed the same Black-White IQ difference in large standardization samples for four major IQ tests.

The researchers reported on the Wonderlic Personnel Test, the Kaufmann Assessment Battery for Children, the Woodcock-Johnson test, and the Differential Ability Scale, which all combined to show a Black gain of less than 1 IQ point over the last 30 years. The study’s authors were veteran IQ researchers J. Philippe Rushton of the University of Western Ontario and Arthur R. Jensen of the University of

California at Berkeley. Rushton and Jensen’s article countered claims made in the same journal by William Dickens of the Brookings Institute and James Flynn of the University of Otago in New Zealand, who had presented data showing the Black-White IQ differences narrowing by 4 to 7 points. “Such claims have been routine over several decades,” said Prof. Rushton. “When the totality of the available evidence is examined, the alleged evidence disappears.” “The Black-White IQ difference in the United States has remained at 15 to 18 points, or 1.1 standard deviations, for nearly a century,” said Rushton. “It was first clearly established in 1917 by an analysis in the U.S. Army of 23,596 Black draftees who had an IQ of 83 (vs. 100 for Whites).” “Military samples continued to show the same gap during World War II, the Korean War, and the Vietnam War era,” he said.

The Black-White gap was also shown in 2001 in an analysis of 6,246,729 individuals from military, corporate, and higher education samples published by Philip Roth and colleagues in Personnel Psychology.

Rushton and Jensen said their new study confirmed their earlier conclusion that Black-White IQ differences are 80% heritable, an estimate based on a review of the literature in the 2005 Psychology, Public Policy, and Law. Rushton argued that given that the IQ differences were 80% genetic, no more than a 3-IQ point convergence would be possible.

Prof. Rushton said the results explained the under-representation of Blacks in high IQ occupations. Rushton also said the results could undermine affirmative action policies as the US Supreme Court’s 2003 decision on the University of Michigan only being permitted affirmative-action on the assumption that Black-White test scores were converging. That assumption has been shown to be untrue.

Prof. Rushton said that his study was not the only one showing the non-narrowing of the race differences. He pointed to Charles Murray’s 2005 article in Commentary and the just published article by Murray in the November-December issue of the Intelligence, which showed no narrowing on the PeabodyAchievement Tests.

Read the complete Rushton and Jensen response here= http://www.ssc.uwo.ca/psychology/faculty/rushtonpdfs/2006%20PSnew.pdf

Rushton and Jensen are responsing to “Black Americans Reduce the Racial IQ Gap: Evidence From Standardization Samples,” by William T. Dickens and James R. Flynn, published in the October issue of Psychological Science.



http://www.ssc.uwo.ca/psychology/faculty/rushtonpdfs/2006%20PSnew.pdf