Tag Archives: equal opportunity

Board of Education Resolutions 

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Author:  R. Alan Harrop, Ph.D    

As I have mentioned in prior articles, the local Boards of Education are the only elected body that we have direct influence over when it comes to our county public school systems. The State Board of Education is made up of appointed members. It is incumbent on us to make sure that the local Boards of Education members know how we want the schools to operate. We can let them know by attending the Board meetings, contacting individual board members, or by formal resolutions directing them to take specific actions.  An example of the latter is the four resolutions that will be presented to the Craven County Board of Election on Thursday November 16 at their public meeting.    

The four resolutions consist of the following:  Resolution #1:   Removing identity focus (i.e. Critical Race Theory) from the curriculum in the schools in all grades. Removing all books, etc., that advocate CRT.  American is not a racist country and should not be portrayed as such. People should be judged by the content of their character and achievement and not their ethnic/racial identity.  Resolution #2:  Removing Diversity Equity and Inclusion (DEI) teaching and practices from the schools. DEI is based on Marxist principles that advocate equal outcome instead of the American principle of equal opportunity. This teaching not only breeds distrust and hostility between the races, but undermines the notion that everyone should strive to achieve their best and should be rewarded appropriately.  Resolution #3:  Removing transgender instruction. The notion that any student can choose their gender rather than live consistent with their gender at birth is destructive and amounts to child abuse.  All children should be addressed by the pronoun consistent with their biological gender at birth and any child exhibiting gender confusion should be referred to their parent(s)–not to school counselors.  Resoution #4:   Climate Change. Children in public school are being indoctrinated with the unproven belief that climate change is being caused by man’s burning of fossil fuels and that the earth will become uninhabitable if drastic action like wind and solar are not implemented. This has become the ideology of the Left and anyone challenging their radical beliefs is labeled a “climate denier”.  This resolution would require that both sides of this issue be covered as part of regular science classes and not used as indoctrination. The climate has never been static and has always been changing. They are frightening our children with their unproven ideology. 

Most clear thinking conservatives will agree that the above issues need to be removed from the public schools. They represent a communist inspired threat to our way of life and American values. The public schools should be focusing on doing a better job teaching traditional academic skills.  For example, the recent report about the Craven County Schools showed that 57% of students are not reading at expected grade level and a whopping 65% are not achieving at the expected grade levels in math. Meanwhile, it is costing the  taxpayers close to $12,000 per year per student. It is high time that the Board of Education force the school administration to focus on improving academic performance and stop indoctrinating our children.  If you agree you should let your Board member know. It should be noted that these four resolutions were drafted by the Craven County 20th Republican Precinct, and endorsed by the Craven County GOP Executive Committee and the Craven County Republican Men’s Club.     

Racism In School Admissions Policies

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There was a time in America when schools were segregated and black children did not have the educational opportunities that white children had. Now schools are integrated, and generally opportunities are more equal. Cultural differences impact the education that children receive, but generally speaking, opportunities are equal. Some cultures put a greater emphasis on academic achievement than others, and that has become obvious to our college admissions boards and to some of our specialty high schools. Those among us who care more about equal outcome than equal opportunity have tried to change their admissions policies to compensate for those cultural differences. New York City Mayor de Blasio and Chancellor Richard Carranza have attempted to change the admissions policies for New York City’s specialized high schools.

The New York Post posted an article about the changes on March 2.

The article reports:

Last December, the Chinese American Citizens Alliance Greater New York (CACAGNY) filed a racial-discrimination lawsuit against the city after Mayor de Blasio and Chancellor Richard Carranza announced changes to admissions to New York’s specialized high schools, eight of which measure academic ability only through the SHSAT, an objective, competitive test open to every student in the city. Wai Wah Chin, the president of CACAGNY, explains why she’s determined to fight their moves, which she says discriminate against Asians …

The article reminds us of the results of this testing program:

In 1971, New York state mandated an admissions test to the city’s specialized high schools to ensure meritocratic admission. Called the SHSAT, the test knows no race or ethnicity; privilege and wealth count for nothing. All that matters is each student’s own ability.

Because of this, a Holocaust refugee who arrived in America with no English, no wealth and no privilege could take the test two years later, enter Stuyvesant and go on to win the Nobel Prize in Chemistry in 1981. His name: Roald Hoffmann.

Chancellor Carranza says no other high-school admission system in the country relies on a single test. Well, no other admission system produced 14 Nobel Prize winners in science either.

The article lists the Mayor’s solution to bringing diversity to the specialized high schools:

But de Blasio holds that meritocracy must have a predetermined, racially balanced outcome. So when East and South Asians get 50 percent of the offers to the specialized high schools while making up 16 percent of the students, he cries “Stuyvesant doesn’t look like New York City” and devises schemes to exclude them, his Asian Exclusion Act of the 21st century.

In one scheme, he arbitrarily takes 20 percent of the seats away from each Specialized High School to limit seats available to Asians. Then, he sets aside that 20 percent for students who took the SHSAT but failed to get into any of the eight schools, and applies eligibility criteria carefully crafted to exclude as many Asians as he can.

In another scheme, he brings back Harvard’s odious “geographic diversity,” limiting admission from each middle school to just 7 percent of its students, knowing full well that Asians are concentrated in a few middle schools.

These schemes impose a targeted racial balance. What’s more, they would lead to a significant portion of the student body being unprepared for the pace and levels at which the Specialized High Schools currently operate. Such social reverse engineering is the opposite of meritocracy.

If Mayor de Blasio is able to implement his ideas, it is a pretty safe bet that the number of Nobel Prize winning scientists coming out of these schools in the future will decrease drastically. I hope the CACAGNY wins their lawsuit.

Recycling Bad Ideas

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Hot Air posted an article today about Democrat Presidential hopefuls Kamala Harris and Elizabeth Warren. Both candidates have stated that they would be in favor of reparations for black Americans.

The article reports:

Last week, Senator Kamala Harris of California agreed with a radio host’s recent suggestion that government reparations for black Americans were necessary to address the legacies of slavery and discrimination. Ms. Harris later affirmed that support in a statement to The Times…

Ms. Warren also said she supported reparations for black Americans impacted by slavery — a policy that experts say could cost several trillion dollars, and one that Barack Obama, Hillary Clinton, Bernie Sanders and many top Democrats have not supported…

“We must confront the dark history of slavery and government-sanctioned discrimination in this country that has had many consequences, including undermining the ability of black families to build wealth in America for generations,” Ms. Warren told The Times. “We need systemic, structural changes to address that.”

I would like to suggest that this might not be a winning issue. The article notes that last year Rasmussen found 70 percent of Americans opposed to reparations for slavery.

How would reparations be a positive thing? The money would have to come from somewhere. The people who paid increased taxes to pay reparations would resent it. Also, what about people in families that were not here during slavery? Also, how would you prove that a black person had ancestors who were slaves? How about reparations for the soldiers who fought against slavery? How about reparations for the Native Americans for the way they were treated? How about reparations for the Japanese interred during World War II? How about reparations for the Irish indentured servants who were treated badly?

As you can see, this would be the beginning of a journey down a very slippery slope. How about we make sure that all people of every color are treated equally under the law and given equal opportunity? How about we work to change the culture in low income communities of all colors to encourage intact families, a culture of learning, and a strong work ethic? Encouraging those three things would do more to increase the wealth of poor black communities than all the reparations in the world ever could.

 

Undermining Our Society–One College At A Time

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The Daily Caller is reporting today that taxpayers are funding course at colleges that actually undermine America.

The article reports:

Two more taxpayer-funded American universities — the University of Wisconsin-Madison and the University of Colorado Denver — will offer undergraduate courses focused exclusively on how “whiteness” is a serious social problem in the upcoming spring 2017 semester.

The course at the University of Wisconsin-Madison is matter-of-factly called “The Problem of Whiteness.”

The description for the course focuses on America’s — and the entire world’s — whiteness problem explains that “white supremacy was created by white people” and suggests that “white folks” “have the greatest responsibility to eradicate it.”

The class “will ask what an ethical white identity entails, what it means to be #woke.”

I would like to explain that white people did not have a choice as to whether or not they were born white. I would also like to explain that many white people, many black people, and many people of other races have worked hard to make America a land of equal opportunity for all. Note that America is a land of equal opportunity–not equal outcome. There will always be people with more talent and more brains who are more successful than some others. Otherwise wouldn’t we all go into sports, music or acting and make millions? People are not perfect and therefore cannot create a perfect society. We try, and most of us do the best we can, but perfection is not ours to have.

The article includes the following story:

Last academic year, hundreds of students and professors at UW–Madison marched and protested because campus cops located a black student during a class and arrested him for allegedly spray-painted politically-charged graffiti — including “RACIZM IN THE AIR,” “DON’T BREATHE,” “– GOD” and “THE DEVIL IZ A WHITE MAN” — on a bunch of buildings all over the taxpayer-funded campus.

The spray-painting vandalism caused over $4,000 in damages to university property.

The arrested student, Denzel McDonald, calls himself “King Shabazz.” It’s not clear if McDonald chose this name to honor King Samir Shabazz, a New Black Panther Party national field marshal who has a face tattoo reading “Kill Whitey.”

Meanwhile, the University of Colorado Denver is offering a three-credit course for the spring 2017 semester called “Problematizing Whiteness: Educating for Racial Justice.”

A flyer for the course posted around the CU Denver campus — spotted by Campus Reform — features a Soviet-style red fist clasping a pencil and an invitation to “JOIN THE FAMILIA NOW.”

“Critical Whiteness Studies addresses the need for a deeper analysis of race, one that accounts for both sides of the race coin, that of the plight of people of color AND how Whites are also complicit in a system of race,” the flyer course description explains.

Does this sound like we are teaching our children how to be successful or are we teaching our children to be victims? These are taxpayer-funded colleges. I don’t want to see the government setting the curriculum for colleges, but I do think in cases like this we need some sort of limits (or find students and professors with enough common sense to throw this garbage out).