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Disparate Impact Thinking Is Destroying Our Civilization
Posted on 4/9/24 at 10:48 am
Posted on 4/9/24 at 10:48 am
"Only 3% of Black high school seniors were college ready in 2023."
What a pathetic commentary about our public school system!
Because aside from the obvious public disservice, underqualified candidates of any subpopulation, assimilated based on quotas, badly disrespect and disadvantage highly qualified members of the same subpopulation.
What a pathetic commentary about our public school system!
quote:As an affirmative action proponent, I'm also keenly aware that, regardless of affirmative selection, candidates must still be unquestionably qualified. Why?
IMPRIMIS
Disparate Impact Thinking Is Destroying Our Civilization
by Heather Mac Donald
February 2024
The most consequential falsehood in American public policy today is the idea that any racial disparity in any institution is by definition the result of racial discrimination.
If a cancer research lab, for example, does not have 13 percent black oncologists—the black share of the national population—it is by definition a racist lab that discriminates against competitively qualified black oncologists; if an airline company doesn’t have 13 percent black pilots, it is by definition a racist airline company that discriminates against competitively qualified black pilots; and if a prison population contains more than 13 percent black prisoners, our law enforcement system is racist.
The claim that racial disparities are proof of racial discrimination has been percolating in academia and the media for a long time. After the George Floyd race riots of 2020, however, it was adopted by America’s most elite institutions, from big law and big business to big finance. Even museums and orchestras took up the cry.
Many thought that STEM—the fields of science, technology, engineering, and mathematics—would escape the diversity sledgehammer. They were wrong. The American Medical Association today insists that medicine is characterized by white supremacy.
...
The average Medical College Achievement Test (MCAT) score for black applicants is a standard deviation below the average score of white applicants. Some medical schools have waived the submission of MCAT scores altogether for black applicants. The tests were already redesigned to try to eliminate the disparity. A quarter of the questions now focus on social issues and psychology. The medical school curriculum is being revised to offer more classes in white privilege and focus less on clinical practice. The American Association of Medical Colleges will soon require that medical faculty demonstrate knowledge of “intersectionality”—a theory about the cumulative burdens of discrimination. Heads of medical schools and chairmen of departments like pediatric surgery are being selected on the basis of identity, not knowledge.
...
UNCOMFORTABLE FACTS
We need to face up to the truth: the reason for racial underrepresentation across a range of meritocratic fields is the academic skills gap. The reason for racial overrepresentation in the criminal justice system is the crime gap.
And let me issue a trigger warning here: I am going to raise uncomfortable facts that many well-intentioned Americans would rather not hear. Keeping such facts off stage may ordinarily be appropriate as a matter of civil etiquette. But it is too late for such forbearance now. If we cannot acknowledge the skills gap and the behavior gap, we are going to continue destroying our civilizational legacy.
Let me also make the obvious point that I am talking about group averages. Thousands of individuals within underperforming groups outperform not only their own group average but great numbers of people within other groups as well.
Here are the relevant facts. In 2019, 66 percent of all black 12th graders did not possess even partial mastery of basic 12th grade math skills, defined as being able to do arithmetic and to read a graph. Only seven percent of black 12th graders were proficient in 12th grade math, defined as being able to calculate using ratios. The number of black 12th graders who were advanced in math was too small to show up statistically in a national sample. The picture was not much better in reading. Fifty percent of black 12th graders did not possess even partial mastery of basic reading, and only four percent were advanced.
According to the ACT, a standardized college admissions test, only three percent of black high school seniors were college ready in 2023. The disparities in other such tests—the SAT, the LSAT, the GRE, and the GMAT—are just as wide. Remember these data when politicians and others vilify Americans as racist on the ground that this or that institution is not proportionally diverse.
We can argue about why these disparities exist and how to close them—something that policymakers and philanthropists have been trying to do for decades. But in light of these skills gaps, it is irrational to expect 13 percent black representation on a medical school faculty or among a law firm’s partners under meritocratic standards. At present you can have proportional diversity or you can have meritocracy. You cannot have both.
LINK
Because aside from the obvious public disservice, underqualified candidates of any subpopulation, assimilated based on quotas, badly disrespect and disadvantage highly qualified members of the same subpopulation.
Posted on 4/9/24 at 10:55 am to NC_Tigah
quote:
As an affirmative action proponent,
Why?
Doesn't everything posted fly directly into the face of supporting affirmative action?
Posted on 4/9/24 at 10:58 am to NC_Tigah
The bottom line reality is that when looked at as general population groups, every ethnic group has a slightly different bell curve of demonstrated capabilities.
For most of the groups, the deviation, while notable is still not remarkable. If you looked at the bell curves of all ethnic groups overlayed...........you'd find that the overwhelming majority of people fit under ALL of the bell curves.
Except for one group. And it has been consistently demonstrated world wide. The black bell curve is left deviated more than the distance between the next worse performing group and the top groups.
Of course, good luck finding people who are even allowed to study this in the last 40 years without losing their careers. So, it's pretty much impossible to address in terms of improving the overall situation.
Instead, just like with questions about Serena Williams playing a professional male, we are all supposed to sit here with our heads up our asses pretending not to know what we know.
And what comes of this? Sadly. What comes of it is even worse results for blacks. Because you can't even begin to work on a problem that you refuse to even acknowledge.
For most of the groups, the deviation, while notable is still not remarkable. If you looked at the bell curves of all ethnic groups overlayed...........you'd find that the overwhelming majority of people fit under ALL of the bell curves.
Except for one group. And it has been consistently demonstrated world wide. The black bell curve is left deviated more than the distance between the next worse performing group and the top groups.
Of course, good luck finding people who are even allowed to study this in the last 40 years without losing their careers. So, it's pretty much impossible to address in terms of improving the overall situation.
Instead, just like with questions about Serena Williams playing a professional male, we are all supposed to sit here with our heads up our asses pretending not to know what we know.
And what comes of this? Sadly. What comes of it is even worse results for blacks. Because you can't even begin to work on a problem that you refuse to even acknowledge.
Posted on 4/9/24 at 11:00 am to NC_Tigah
quote:
As an affirmative action proponent, I'm
You read and posted that article and yet you're a proponent of affirmative action?
quote:
Disparate Impact Thinking Is Destroying Our Civilization
I can think of something else that's destroying our civilization and you just demonstrated it. "Logic, data, and common sense all point to X, but I'm a proponent of Y."
Posted on 4/9/24 at 11:02 am to NC_Tigah
Minority schools receive more money as well.
Seems funding is not the problem here.
When do we discuss the parenting?
Seems funding is not the problem here.
When do we discuss the parenting?
Posted on 4/9/24 at 11:11 am to NC_Tigah
quote:
What a pathetic commentary about our public school system!
And their cultural and parental priorities with regard to education, their children's futures and becoming intelligent, educated, civilized, law abiding productive citizens focused on upward mobility.
Posted on 4/9/24 at 11:15 am to Achilles Hill
quote:The US 1°/2° school system is one of the best funded in the world. It is a system issue, not a funding issue.
Seems funding is not the problem here.
When do we discuss the parenting?
I agree w/ regard to parenting.
However, you cannot, on the one hand, believe schools are guilty of grooming and indoctrination (which they are), yet on the other hand, excuse them from massive educational underperformance.
Posted on 4/9/24 at 11:16 am to NC_Tigah
quote:
Disparate Impact Thinking Is Destroying Our Civilization
quote:
"Only 3% of Black high school seniors were college ready in 2023."
What a pathetic commentary about our public school system!
And yet States have quotas in place that take away a spot from someone that is college ready
Maybe these numbers will improve once the high influx of mixed kids start to hit college age and check of that black race box.
Posted on 4/9/24 at 11:17 am to NC_Tigah
quote:
"Only 3% of Black high school seniors were college ready in 2023."
What a pathetic commentary about our public school system!
You're misplacing the blame here.
Posted on 4/9/24 at 11:18 am to NC_Tigah
4cubbies thinks you can't be taken seriously if you reject this worldview.
Posted on 4/9/24 at 11:22 am to NC_Tigah
quote:
What a pathetic commentary about our public school system!
Bull crap...it is "a pahtetic commentary about" the state of families that are more likely to only include one involved parent (if one at all) who is not teaching their children to respect authority nor to be disciplined and to value an education.
My daughter is an excellent 7th grade math teacher who gives it her all. She has some very good successes in her, predominatly white, Title I school, but I hear so much about the world that these kids come from and how little support they have.
Posted on 4/9/24 at 11:25 am to NC_Tigah
quote:No one likes shitting on our public schools more than me but...........yeah. Black school performance has virtually zero to do with the public schools.
"Only 3% of Black high school seniors were college ready in 2023."
What a pathetic commentary about our public school system!
Posted on 4/9/24 at 11:33 am to AUauditor
quote:Authority must find a way to attain appropriate respect and discipline for itself. Otherwise, it is not authority. It is a clown target.
who is not teaching their children to respect authority nor to be disciplined and to value an education.
quote:What tools does your daughter have, within an administrative heavy system, to overcome the various discipline/respect/disruption issues challenging her classroom?
My daughter is an excellent 7th grade math teacher who gives it her all. She has some very good successes in her, predominatly white, Title I school, but I hear so much about the world that these kids come from and how little support they have.
Posted on 4/9/24 at 11:33 am to Wishing Well
quote:horseshite!
but...........yeah. Black school performance has virtually zero to do with the public schools.
Posted on 4/9/24 at 11:40 am to NC_Tigah
There are several issues as I see them in public schools right now:
1. Zero discipline. Schools refuse to punish or remove disruptive students because too many of them are African American. If you discipline too many students, they lose access to federal funds. This needs to stop. It is impossible to teach or learn in an environment where students can disrupt class without recourse.
2. Zero safety. This is a consequence of the above. Without the ability to remove disruptive elements, those disruptive elements eventually become violent. That violence makes everything more difficult. When I taught in an inner city school, we wasted countless hours of valuable instruction time on procedures for students designed solely to keep more than one kid from being unsupervised in a bathroom at any one time. Why? Because if you accidentally let two kids in the bathroom, one would attempt to murder the other. I wish I was exaggerating.
3. We refuse to teach basic concepts in primary schools. Basic reading, writing, and arithmetic is fundamental for understanding middle school and high school coursework, yet receives far less instruction time than it did 20-30 years ago. As a result, far fewer students can read or do math at grade level.
4. We refuse to fail or hold back students who cannot perform their work. Once again, there is no accountability for students who don’t learn. This especially damaging to students once they leave 5th grade. If one gets beyond 5th grade without being literate, they’re not getting any more instruction on how to read, and every subject relies on the student already being literate. EVERY seriously chronically disruptive student I ever had in middle/high school was illiterate. This is not a coincidence. Students who cannot perform basic skills should never be “socially promoted” beyond the grades where those skills are taught.
5. There is entirely too much homework these days. All it does is further emphasize the gap between students who have parents who care and students who don’t. Seeing how they don’t fail students who never do their homework anyways, the extreme amounts of “required” homework do nothing but punish mid kids who gaf.
6. Teaching to the test encourages test-taking, not learning and also discourages teaching important subjects that aren’t on said standardized tests.
7. Computerized learning just results in kids stealing/breaking laptops, playing games, and having one more distraction to avoid paying attention in class. This is why paper handouts and handwriting notes are important.
1. Zero discipline. Schools refuse to punish or remove disruptive students because too many of them are African American. If you discipline too many students, they lose access to federal funds. This needs to stop. It is impossible to teach or learn in an environment where students can disrupt class without recourse.
2. Zero safety. This is a consequence of the above. Without the ability to remove disruptive elements, those disruptive elements eventually become violent. That violence makes everything more difficult. When I taught in an inner city school, we wasted countless hours of valuable instruction time on procedures for students designed solely to keep more than one kid from being unsupervised in a bathroom at any one time. Why? Because if you accidentally let two kids in the bathroom, one would attempt to murder the other. I wish I was exaggerating.
3. We refuse to teach basic concepts in primary schools. Basic reading, writing, and arithmetic is fundamental for understanding middle school and high school coursework, yet receives far less instruction time than it did 20-30 years ago. As a result, far fewer students can read or do math at grade level.
4. We refuse to fail or hold back students who cannot perform their work. Once again, there is no accountability for students who don’t learn. This especially damaging to students once they leave 5th grade. If one gets beyond 5th grade without being literate, they’re not getting any more instruction on how to read, and every subject relies on the student already being literate. EVERY seriously chronically disruptive student I ever had in middle/high school was illiterate. This is not a coincidence. Students who cannot perform basic skills should never be “socially promoted” beyond the grades where those skills are taught.
5. There is entirely too much homework these days. All it does is further emphasize the gap between students who have parents who care and students who don’t. Seeing how they don’t fail students who never do their homework anyways, the extreme amounts of “required” homework do nothing but punish mid kids who gaf.
6. Teaching to the test encourages test-taking, not learning and also discourages teaching important subjects that aren’t on said standardized tests.
7. Computerized learning just results in kids stealing/breaking laptops, playing games, and having one more distraction to avoid paying attention in class. This is why paper handouts and handwriting notes are important.
Posted on 4/9/24 at 11:47 am to NC_Tigah
quote:
Authority must find a way to attain appropriate respect and discipline for itself. Otherwise, it is not authority. It is a clown target.
Go visit a prison and "find a way to attain appropriate respect and discipline for itself" without corporal punishment. In the 70s/80s when I was in school, corporal punishment kept kids in line when parents wern't involved. For me personally, I took a paddling at school to avoid going home and having to face my father.
quote:
What tools does your daughter have, within an administrative heavy system, to overcome the various discipline/respect/disruption issues challenging her classroom?
Not enough...you sound like someone who has never spent a day in a classroom outside of a private school.
The right's continual bashing of the public school system when not all are the same is sad. Just as white and people with money destroyed cities with white flight, they are doing the same for public schools.
When problem kids are 10% of the problem, it is not a real problem. When problem kids are 30%+ of the classroom, then there is insufficient peer-pressure, self-management amongst the kids and the problem kids take over.
Posted on 4/9/24 at 11:54 am to NC_Tigah
quote:
However, you cannot, on the one hand, believe schools are guilty of grooming and indoctrination (which they are), yet on the other hand, excuse them from massive educational underperformance.
why?
Posted on 4/9/24 at 11:56 am to kingbob
quote:
There are several issues as I see them in public schools right now:
1. Zero discipline. Schools refuse to punish or remove disruptive students because too many of them are African American. If you discipline too many students, they lose access to federal funds. This needs to stop. It is impossible to teach or learn in an environment where students can disrupt class without recourse.
2. Zero safety. This is a consequence of the above. Without the ability to remove disruptive elements, those disruptive elements eventually become violent. That violence makes everything more difficult. When I taught in an inner city school, we wasted countless hours of valuable instruction time on procedures for students designed solely to keep more than one kid from being unsupervised in a bathroom at any one time. Why? Because if you accidentally let two kids in the bathroom, one would attempt to murder the other. I wish I was exaggerating.
3. We refuse to teach basic concepts in primary schools. Basic reading, writing, and arithmetic is fundamental for understanding middle school and high school coursework, yet receives far less instruction time than it did 20-30 years ago. As a result, far fewer students can read or do math at grade level.
4. We refuse to fail or hold back students who cannot perform their work. Once again, there is no accountability for students who don’t learn. This especially damaging to students once they leave 5th grade. If one gets beyond 5th grade without being literate, they’re not getting any more instruction on how to read, and every subject relies on the student already being literate. EVERY seriously chronically disruptive student I ever had in middle/high school was illiterate. This is not a coincidence. Students who cannot perform basic skills should never be “socially promoted” beyond the grades where those skills are taught.
5. There is entirely too much homework these days. All it does is further emphasize the gap between students who have parents who care and students who don’t. Seeing how they don’t fail students who never do their homework anyways, the extreme amounts of “required” homework do nothing but punish mid kids who gaf.
6. Teaching to the test encourages test-taking, not learning and also discourages teaching important subjects that aren’t on said standardized tests.
7. Computerized learning just results in kids stealing/breaking laptops, playing games, and having one more distraction to avoid paying attention in class. This is why paper handouts and handwriting notes are important.
my wife has taught everything from Title 1 to Upper Class suburbia. Math certified. She's been teaching for 10+ years from 5th grade to 10th grade. She would whole heartedly agree with every single one of your points.
Posted on 4/9/24 at 11:56 am to NC_Tigah
Where do leftist fit on the international sanity bell curve?
Posted on 4/9/24 at 12:04 pm to VADawg
quote:
You're misplacing the blame here.
I have to agree. Teachers alone can’t fix this.
I can try to teach advanced calculus to inner city kids in Baltimore, but they won’t learn much. This is a problem that’s decades in the making.
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