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White students made greater progress than blacks and Hispanics

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fjack:
fruit of the loon, I pity you.

Yochanan Zev:

--- Quote from: azrom on January 21, 2007, 05:13:11 PM ---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/

--- End quote ---


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

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