So the black child failed…..

I came across an article this morning that almost gave me a minor heart attack. A Harvard study has revealed that:

 “While 42 percent of white students were identified as proficient in math, only 11 percent of African American students, 15 percent of Hispanic students, and 16 percent of Native Americans were so identified. Fifty percent of students with an ethnic background from Asia and the Pacific Islands, however, were proficient in math.

 Yes, you read that right, only 11 out of every 100 black students is considered to be proficient in math. Similarly:

“In reading, 40 percent of white students and 41 percent of those from Asia and the Pacific Islands were identified as proficient. Only 13 percent of African American students, 5 percent of Hispanic students, and 18 percent of Native American students were so identified.”

These statistics made me think about the so called “standardized tests” that require proficiency in basic math and English.  The SAT, GMAT, GRE, LSAT, MCAT, DAT—How are these tests considered to be  a  standardized measure if close to 90%  of a racial population are not proficient in the subjects to begin with?

 It’s alarming, and certainly not surprising that The average score on the reading part of the SAT was 429 for black students last year — 99 points behind the average for white students

Statistics like this are the reason I can boast of receiving multiple law school scholarship offers from US Law schools — before I even wrote the LSAT.  Apparently,  I am law school worthy  because I checked a box that revealed my race. Highly ridiculous and almost comical!

When the standardized indicators are showing that a black student is less likely to succeed in College. The institutions are given QUOTAS to force them to admit black students. These quotas are not creating an equal playing field for black students, it is simply postponing failure – It’s a very bad, Band-Aid solution!

What happens after quotas make it “easier” for a black student to get into College? The colleges do not create special, easier classes for these black students.  Professors do not give racial bonus marks to these students.  What corrects this problem after quotas?

More importantly, If this is known, then why do we question dropout rates and eventual joblessness amongst black communities in the US? If 90% of the population starts off being less proficient in the two basic educational requirements to begin with.

It’s not rocket science. There is a problem and the US has no solution. How about that for a political debate? 

How about Mitt Romney and Barack Obama reveal their LSAT scores and discuss why, without a quota, Barack may have never made it into Harvard law School. 

I would like to recommend  that the US find a solution to this issue before spending millions of US tax payer’s dollars in foreign aid exporting this “education” to less developed African Nations. Turning generations of subsistence farmers to aspiring doctors and lawyers when close to 90% never even have  a chance to begin with.

I rest my case for another day…..

3 responses to “So the black child failed…..

  • David

    – In my humble opinion the basic assumption of quotas is that they(because I live in Canada and it doesn’t exist here) do not have the opportunity to be immersed in an environment that challenges. When the quota gets them in, the environment would play a major role in stretching the to match the capabilities of their peers.
    We will need statistics on the performance of black minorities who were admitted as part of the quota system to test the effectiveness of this assumption.

    – I disagree with your point that 90% of the African youth never had a chance. The variables are different starting with different education system, different societies and different motivations.

    • She Author

      Thanks for the comment David. Firstly, quotas do exist in Canada. Mandatory for institutions that recieve public funding and optional otherwise. However, they do not specifically apply to black people, they apply to visible minorities and women.

      Secondly, you say that :”When the quota gets them in, the environment would play a major role in stretching the to match the capabilities of their peers”, if this is the case, then why do we need this at the post graduate level (Law school, Med School etc) or at the job application level. Shouldn’t they have been stretched enough in undergrad?

      Thirdly, are you suggesting that US born African-Americans are less motivated? I did consider this and I couldnt not find any statistics to back it up. However, I think it takes superior courage to aspire to become a doctor, lawyer or engineer- If you start of struggling with basic math/reading and perform poorly the on the standardized tests required to pursue those aspirations.
      I think I will leave that to a subject of another post.

      Im excited to read your response :)

  • David

    You would probably notice that I usually give my comment on my facebook postings and never respond to back my point up. I was about to do the same here but I felt trapped by your “I’m excited to read your response” line which I interpreted as I expect a response from you.

    Back to the topic at hand. I will like you to read on the Clark Doll experiment. This is a link to a summarized version:

    1) I am not sure this applies to Universities maybe government

    2) This point is interesting, while I don’t know the answer I will attempt to explain it please bear with me I may use some statistical principles and it may get long.

    Lets assume that the 10% population of black kids who pass through these stretching centres (Universities) are 100 in number. When they finish we will have a variation in intelligence and capacity within this group as with any other racial group. This is the way of nature. Which is why we have normal curves because there will always be variation.
    This would mean that although they have degrees, like in any other sample population not all of them will fall on the high grades side of the normal curve which I will interprete as the ability to meet the requirements of grad school.
    So lets assume 10 percent of any graduating population can make grad school. Also assume the grad school quota is set for that 10 percent black kids. We will have 10 students in the black sample versus say 50-70% white kids(assuming 50 to 70 percent white kids normally graduate from college)

    It is unrealistic that all 10 high performing black kids want to go to grad school so lets say only 5 go to grad school the other 5 land excellent jobs (because of the quota the bast companies snap them up). There are still 5 spots left to be filled. It may be because of this that the schools would try to attract other students who did not fall in the very intelligent area of the normal curve with the knowledge that despite this fact and based on their past when they get in they will swim instead of sink.

    3). I am saying that the variables change in black africa, simple things like having black teachers, black people in positions of authority and in the professions( Clarks Doll experiment may help this point). No racial profiling/ stereotyping etc. I think the different variables create different challenges than what their peers in America will face.

    Again I agree my points are not simple and straight forward but then again life is not always

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