To a great extent, the US Government's student loan program is a giant welfare program to occupy young adults and "keep them off the streets." It's especially true of Black kids.
By the time black kids reach Grade 12, some 50% have already flunked out. Of the remainder, only 7% and 17% of those kids perform at "proficient" levels in math and reading, respectively. So less than ~10% of black kids can perform at Grade 12 levels, but 70% are going to college thanks to "free" US Government students loans!! And virtually none of these loans to Blacks will be paid back. You can safely bet that $Trillions of these loans will be forgiven and put on the taxpayer's debt load and a disproportionate amount of those loans forgiven will be those made to blacks.
Overall then, only 3.5% to 8.5% of all blacks can do school work expected of 18 year old high school seniors. This is entirely consistent with black IQ distributions where less than ~10% of the black population has an IQ of 100 or more (100 is the white average). A score of 100 signifies a mental age of 18 years old or that of a high school senior. One half of Blacks are basically stuck at or below the mental age of a 9th grader or age 14 for their entire lives (median IQ of 85). And every other standardized test says the same thing. Latinos are slightly better off but their High School performance and graduation rate is similar to blacks and they too are taking advantage of the US government.
This explains nearly everything about the Black cultural divide in the US. It's not much different for Arab or other minorities either. After all, only N. Europeans and E. Asians have median IQs of 100 or greater. Everyone else's median is MUCH lower at 80 to 90. It's the basis of the cultural clashes with Whites and Arabs in Europe and with Whites and Blacks in the US.
And it explains why Blacks would be happier living in all black communities, since they wouldn't suffer the humiliation of trying to compete with White kids and failing at it. Perhaps segregation was a natural and peaceful way to coexist? That said, the legal "leveling of the playing field" had to done, but "busing" and "desegregation" was a pet project from judicial activist judges who will NEVER be held to account for their failures.
When all 164 of Washington D.C. Frank W. Ballou Senior High School’s graduating seniors last year applied for and were accepted to college, the whole community—students, teachers, administrators, parents, and education reformers—had reason to celebrate the achievements of these obviously hard-working graduates. With a graduating class the school system considered “academically disadvantaged,” someone in the school district should have smelled a rat.
After all, 98 percent of Ballou’s 930 students were African-Americans, and two percent were Hispanic/Latino, according to data from the District of Columbia Public Schools (DCPS) system. One hundred percent of them were considered “academically disadvantaged” by the system. Kids like this deserve the great opportunity that a high-quality, character-building education can help provide. There was a time when good educators, in fact, would tirelessly fight to give it to them. Those days are apparently over.
Sadly, this happy story collapsed in November, when an investigation by WAMU and NPR found that the much-ballyhooed Ballou graduated dozens of these students despite high rates of unexcused absences throughout their senior year. Half of them missed more than three months of school. One in five was absent more than present. When kids don’t show up for class, no learning can take place. And many continue to be perplexed about the growing achievement gap between black and Hispanic kids and their white counterparts. These truancy rates are a big part of the problem.
Some teachers, saying they felt pressure to pass failing students and get them to graduation, cooperated with the investigation. An internal e-mail shows that in April, just two months before the end of the school year, only 57 students were on track to graduate. Many of the others could scarcely read or write.
All of which means the graduation jubilation in June was not, in any way, justified. Put bluntly, Ballou’s administrators and some teachers cooked the books, used taxpayer money to commit fraud, and above all harmed poor black youths and their futures the most. Quite an indictment.
Perhaps even more alarmingly, NPR’s report led teachers from around the country to share similar situations in many other districts. This is a nationwide academic scandal in K-12 urban school districts, not to mention the serious disciplinary issues they have.
In late November, D.C. Mayor Muriel Bowser and DCPS Chancellor Antwan Wilson announced two investigations arising out of the Ballou deceit. One will be conducted by D.C. State Superintendent of Education Hanseul Kang and is slated for completion later this month. Another will be led by two deputy DCPS chancellors who are examining the problem system-wide. I hold out little hope that anything more will come out of this than for the school district to attribute the problem to a lack of teacher training or a misunderstanding with no intent to deceive.
The D.C. Council’s education committee held a lengthy hearing on the matter in mid-December, and Ballou principal Yetunde Reeves has been reassigned, pending the outcome. That is likely the worst of what will happen to her, because the teaching establishment tends to punish only by reassignment.
Two things were left out of the story. First, where were the parents? They had to have some inkling that their son or daughter was not attending school regularly and certainly were not learning. They have a duty to see that their child shows up to school everyday in a state of readiness to learn. Second, what colleges accepted the kids who can’t read or write? They should be outed.
Whoever is responsible for perpetrating, encouraging, or tolerating this Ballou fraud should be held as accountable as those who were behind the Enron scandal. Having helped to deny real opportunity to mostly poor black kids who deserved it, the fraudsters should receive what every such crook deserves. Jail.
After all, 98 percent of Ballou’s 930 students were African-Americans, and two percent were Hispanic/Latino, according to data from the District of Columbia Public Schools (DCPS) system. One hundred percent of them were considered “academically disadvantaged” by the system. Kids like this deserve the great opportunity that a high-quality, character-building education can help provide. There was a time when good educators, in fact, would tirelessly fight to give it to them. Those days are apparently over.
Sadly, this happy story collapsed in November, when an investigation by WAMU and NPR found that the much-ballyhooed Ballou graduated dozens of these students despite high rates of unexcused absences throughout their senior year. Half of them missed more than three months of school. One in five was absent more than present. When kids don’t show up for class, no learning can take place. And many continue to be perplexed about the growing achievement gap between black and Hispanic kids and their white counterparts. These truancy rates are a big part of the problem.
Some teachers, saying they felt pressure to pass failing students and get them to graduation, cooperated with the investigation. An internal e-mail shows that in April, just two months before the end of the school year, only 57 students were on track to graduate. Many of the others could scarcely read or write.
All of which means the graduation jubilation in June was not, in any way, justified. Put bluntly, Ballou’s administrators and some teachers cooked the books, used taxpayer money to commit fraud, and above all harmed poor black youths and their futures the most. Quite an indictment.
Perhaps even more alarmingly, NPR’s report led teachers from around the country to share similar situations in many other districts. This is a nationwide academic scandal in K-12 urban school districts, not to mention the serious disciplinary issues they have.
In late November, D.C. Mayor Muriel Bowser and DCPS Chancellor Antwan Wilson announced two investigations arising out of the Ballou deceit. One will be conducted by D.C. State Superintendent of Education Hanseul Kang and is slated for completion later this month. Another will be led by two deputy DCPS chancellors who are examining the problem system-wide. I hold out little hope that anything more will come out of this than for the school district to attribute the problem to a lack of teacher training or a misunderstanding with no intent to deceive.
The D.C. Council’s education committee held a lengthy hearing on the matter in mid-December, and Ballou principal Yetunde Reeves has been reassigned, pending the outcome. That is likely the worst of what will happen to her, because the teaching establishment tends to punish only by reassignment.
Two things were left out of the story. First, where were the parents? They had to have some inkling that their son or daughter was not attending school regularly and certainly were not learning. They have a duty to see that their child shows up to school everyday in a state of readiness to learn. Second, what colleges accepted the kids who can’t read or write? They should be outed.
Whoever is responsible for perpetrating, encouraging, or tolerating this Ballou fraud should be held as accountable as those who were behind the Enron scandal. Having helped to deny real opportunity to mostly poor black kids who deserved it, the fraudsters should receive what every such crook deserves. Jail.
How dare you speak the truth about this some how some way it's my fault really tired of the pass blacks get on everything
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