A group of 160 black education and community leaders from across the country are pushing back against an attempt by the National Association for the Advancement of Colored People to halt all future charter school growth.
The coalition, organized by the Black Alliance for Educational Options and the National Alliance for Public Charter Schools, sent a letter to NAACP board members on behalf of “700,000 black families choosing to send their children to charter public schools, and the tens of thousands more who are still on waiting lists.”
The letter came in response to a resolution drafted by the NAACP that calls for a “moratorium on the proliferation of privately managed charter schools,” arguing that charter schools have “weak oversight” and put schools in low-income communities “at great risk.”
Charter schools typically perform much better than public schools, because they have more autonomy from the unions.
Charter schools are publicly funded schools that are required to follow state standards such as Common Core. They do not charge tuition but instead of being run by the government, charter schools are operated by private nonprofit or for-profit organizations.
Typically, local and state school boards are in charge of granting private or nonprofit organizations the ability to launch a new charter school. If charter schools do not meet strict achievement standards, the organization’s charter is revoked and given to a new organization to operate.
In exchange for that responsibility, charter schools generally have more autonomy over their daily operations, including hiring, firing, budgeting, and instruction decisions.
[…]The coalition also cited a study by the Center for Research on Education Outcomes at Stanford University:
According to the most thorough and respected study of charter school results, conducted by the Center for Research on Education Outcomes at Stanford University, black students learn more when they attend charter schools. Black students in charter schools gained the equivalent of 14 extra days of learning in reading and 14 extra days of learning in math per year compared with their black peers in traditional district schools. For low-income black students attending charter schools, the learning gains were even more dramatic—the equivalent of 29 extra learning days in reading and 36 extra learning days in math.
Why would anyone be against giving poor black children a good education? One thing is for sure: it’s always the Republicans and conservatives who are pushing for more school choice, and more accountability from schools to parents. It’s always the Democrats who want to shut down competition and force kids into failing public schools. Who are the real racists trying to keep blacks down? It’s not conservatives.
If the underperformance of blacks and Hispanics in America were caused by racism by whites, then it follows that Asian-Americans would be underperforming as well. But Asian-Americans are outperforming whites. Let’s look at three reasons why, and see if blacks and Hispanics can learn how to succeed by looking at the Asian example.
Here is the summary of this post:
Asian Americans marry before they have children
Asian Americans save more of what they earn
Asian Americans monitor their children’s educational progress
Now let’s take a look at each of these in order.
1. Asian Americans marry before they have children
Eight in ten Asian-American kids live with married birth parents, compared with about seven in ten European-American kids, five in ten Hispanic-American kids, and only about three in ten African-American kids. Half of black children live with their mothers only, compared to three in ten Hispanic children, less than two in ten white children and less than one in ten Asian children.
Naturally, children who have two parents to look after them do better, because one parent alone cannot work and do household chores and monitor the children as easily as two parents can. The decision about whether to have sex before marriage is entirely under the control of the grown-ups. It cannot be blamed on racism, poverty and other non-moral pre-occupations of the secular left. Marriage is a moral issue, and Asian-Americans do the moral thing, and marry before they have children.
Asians have had higher median incomes than their white counterparts, according to a new study by the Federal Reserve Bank of St. Louis. The typical Asian family has brought home more money for most of the past two decades.
[…][Asians] will surpass whites in net worth in the next decade or two, Fed researchers said.
[…]In 1989, the median Asian family had about half the net worth of its white peer. By 2013, they had more than two-thirds.
The gap between whites and blacks and Hispanics, meanwhile, remained little changed over that time period.
Asians have similar financial habits to whites, in terms of investing and borrowing. Both groups are more likely than blacks and Hispanics to invest in stocks and privately-owned businesses and to have more liquid assets, which serves as a buffer against financial shocks. And, on average, the former have about half as much debt as the later.
As a result, Asians and whites have more financial stability than blacks and Hispanics, which also allows the former to build more wealth.
Everyone has to earn and save money, but in some cultures, it becomes normal to not save part of what you earn. That needs to stop. But it has nothing to do with discrimination due to skin color. In Asian culture, there is no glorification of consumer spending on sparkles, bling and other ostentatious wealth. Asians don’t want to appear to be wealthy, they want to actually be wealthy – by saving money.
3. Asian Americans monitor their children’s educational progress
This article from Investors Business Daily explains how Asian parents don’t just make demands on their kids to learn, they actively monitor their progress and talk to their kids’ teachers:
Asian-American parents tend to oversee their children’s homework, hold them accountable for grades and demand hard work as the ticket to a better life. And it pays off: Their children are soaring academically.
[…]As a group, Americans need to take a page from the Asian parents’ playbook. American teens rank a dismal 28th in math and science knowledge, compared with teens in other countries, even poor countries.
Singapore, Hong Kong, South Korea, Japan and Taiwan are at the top. We’ve slumped. For the first time in 25 years, U.S. scores on the main test for elementary and middle school education (NAEP) fell. And SAT scores for college-bound students dropped significantly.
[…]Many [Asian students]from poor or immigrant families, but they outscore all other students by large margins on both tests, and their lead keeps widening.
In New York City, where Asian-Americans make up 13% of overall students, they win more than 50% of the coveted places each year at the city’s eight selective public high schools, such as Bronx Science and Stuyvesant.
What’s at work here? It’s not a difference in IQ. It’s parenting. That’s confirmed by sociologists from City University of New York and the University of Michigan. Their study showed that parental oversight enabled Asian-American students to far outperform the others.
No wonder many successful charter schools require parents to sign a contract that they will supervise their children’s homework and inculcate a work ethic.
It’s not enough to just outsource the education of your children to a bunch of non-STEM education-degree-holding teachers. Teachers can be good, and some work very hard. But the Democrat teacher unions prevent the firing of teachers who underperform. This is especially true in non-right-to-work states (Democrat states). So, you cannot depend on teachers to educate your children, and Asian parents don’t. That’s why their kids learn. Performance of children in school is not affected by discrimination against skin color, it’s affected by the level of involvement of parents.
We have learned that the success of Asian-Americans in America is all earned. And this proves that there is no such thing as “racism” that holds back non-whites. If blacks and Hispanics imitated the behaviors of Asians (not whites, but Asians), then they would achieve just as well as Asians do. It’s not a race problem, it’s a behavior problem. It’s not a “racism” problem, it’s a behavior problem. It’s an us problem, it’s not a them problem.
Although you might think that there are no reasons for boys underperforming in school and work, a little research shows that this is not the case.
The first reason boys are struggling is because of no-fault divorce. No-fault divorce allows either person in the marriage to end the marriage for any reason or for no reason at all. It was passed because radical feminists and trial lawyers pushed for it. Each special interest group stands to benefit from it in different ways. Feminists oppose the complementary nature of marriage, and trial lawyers just want to drain as much money as they can out of disintegrating families.
70% of divorces are initiated by women, and this is because women tend to emphasize their own subjective feelings of happiness over the objective commitment they make at the wedding. Women today are influenced by feminism to care more about their happiness than they do about loving and serving others, especially husbands and children. This is especially true of the ones who lack trustworthy male influences. The most unstable relationships are lesbian relationships, because there you have two happiness-seekers and no promise-keepers.
In addition, feminism causes women to lose the ability to evaluate men according to traditional male roles, making them vulnerable to predators who do not have the ability to commit to them self-sacrificially. Do you ever wonder why you see single mothers living with atheist men who deliver pizzas and playing video games at age 30? Why is that? Because feminism taught her that men are not better when they are chaste providers and protective mentors. According to feminism, men have no special role as protector, provider and moral/spiritual leader. Many just pick the best-looking, most entertaining, least demanding, easiest to control man they can find. Someone who doesn’t lead her to behave morally, control her emotions, and put the needs of others above her own desires.
So what happens to boys when marriages can be dissolved so easily?
To assess the long-run effect of divorce, we analyse children’s human capital and demographic outcomes. First, we examine college attendance. In Austria, college attendance implies that this person graduated from a higher secondary school. Second, we check the labour market status (employed; unemployed; out-of-labour force) up to the age of 25 years. Third, we examine children’s own family formation behaviour (i.e. fertility and marriage). Finally, we investigate the probability of early mortality (below 25 years of age). Our results show that parental divorce – due to a high level of sexual integration in fathers’ workplaces — has a negative effect on children’s long-term outcomes. Our main findings for human capital outcomes are summarised in Figure 1…
Here’s Figure 1:
And Figure 3: The effect of parental divorce on employment over time.
If you want boys to transition into marriage-minded men, you need to fight against no-fault divorce.
The War Against Boys
The other problem affected boys is also rooted in feminism. Feminism is deeply suspicious of male teachers and male administrators in the schools. As a result, schools tend to be dominated by female teachers and female administrators. Many of these women are feminists, and they seek to change the nature of education from something that is fair to boys and girls, to something that punishes boys and gives the advantage to girls. In addition, feminists in the education industry tend to oppose allowing boys to attend all-male schools, where boys perform at much higher levels.
This article in the left-leaning The Atlantic explains how the school system punishes boys and favors girls – from kindergarten to the workplace, where women receive affirmative action preferences.
American boys across the ability spectrum are struggling in the nation’s schools, with teachers and administrators failing to engage their specific interests and needs. This neglect has ominous implications not only for the boy’s social and intellectual development but for the national economy, as policy analysts are just beginning to calculate.
[…]Women in the United States now earn 62 percent of associate’s degrees, 57 percent of bachelor’s degrees, 60 percent of master’s degrees, and 52 percent of doctorates.
Boys in all ethnic groups and social classes are far less likely than their sisters to feel connected to school, to earn good grades, or to have high academic aspirations. A recent working paper from the National Bureau of Economic Research documents a remarkable trend among high-achieving students: In the 1980s, nearly the same number of top male and female high school students said they planned to pursue a postgraduate degree (13 percent of boys and 15 percent of girls). By the 2000s, 27 percent of girls expressed that ambition, compared with 16 percent of boys. During the same period, the gap between girls and boys earning mostly A’s nearly doubled—from three to five percentage points.
This gap in education engagement has dire economic consequences for boys. A 2011 Brookings Institution report quantifies the economic decline of the median male: For men ages 25 to 64 with no high school diploma, median annual earnings have declined 66 percent since 1969; for men with only a high school diploma, wages declined by 47 percent. Millions of male workers, say the Brookings authors, have been “unhitched from the engine of growth.” The College Board delivered this disturbing message in a 2011 report about Hispanic and African-American boys and young adults: “Nearly half of young men of color age 15 to 24 who graduate from high school will end up unemployed, incarcerated or dead.” Working-class white boys are faring only slightly better. When economist Andrew Sum and his colleagues at the Center for Labor Market Studies at Northeastern University examined gender disparities in the Boston Public Schools, they found that for the class of 2007, among blacks and Hispanics, there were 186 females for every 100 males attending a four-year college or university. For white students: 153 females to every 100 males.
Note that radical feminists and socialists oppose solving this problem:
In the U.S., a powerful network of women’s groups works ceaselessly to protect and promote what it sees as female interest. But there is no counterpart working for boys—they are on their own.
[…]The reluctance to face up to the boy gap is evident at every level of government. In Washington, President Obama established a White House Council on Women and Girls shortly after taking office in 2009, declaring: “When our daughters don’t have the same education and career opportunities as our sons, that affects…our economy and our future as a nation.” On the other hand, the proposal for a Council for Boys and Men from a bi-partisan group of academics and political leaders has now been languishing in Secretary of Education Arne Duncan’s office for two years.
Similarly, in Maine, the Portland Press Herald ran an alarming story about the educational deficits of boys—reporting that high school girls outnumber boys by almost a 2-1 ratio in top-10 senior rankings, that men earn about 38 percent of the bachelor’s degrees awarded by Maine’s public universities, and that boys both rich and poor had fallen seriously behind their sisters. But the director of Women’s Studies at the University of Southern Maine, Susan Feiner, expressed frustration over the sudden concern for boys. “It is kind of ironic that a couple of years into a disparity between male and female attendance in college it becomes ‘Oh my God, we really need to look at this. The world is going to end.’”
The rest of the Atlantic article explains how to solve this problem. And the proven solutions clearly show that the problem is not with boys, it’s with an education system that discriminates against boys, making it harder for them to learn the skills they need to find work.
So, the tendency of young men to stay home and play video games comes from discrimination against men in the education system, and no-fault divorce laws that allow spouses (mostly women) to divorce easily. It is women who need to do a better job of “womaning up” to attack no-fault divorce and discrimination against boys in school. But pro-male voices among women are few and far between. Women tend to go along with what makes them look good to others in the culture, and what gives them the most autonomy to pursue happiness (unless they are balanced out by strong men who lead them), and that means the most women tend to just ignore the root causes of male decline. When I see single women overwhelmingly supporting the anti-male Democrat party, it just tells me that they are not serious about marriage. Whether they intend to or not, they are killing marriage with their political support for misandry.
It would be nice if we got some leadership from pastors in the churches on this issue. It would be if nice the pastors could challenge women to think about how their voting and advocacy of certain policies affect boys. Basically, if pastors could get women to think “and then what happens” to boys who experience no-fault divorce and anti-male schools. But most pastors are like women, and they put more emphasis on being liked based on what is valued in the secular culture. It’s easier for them to remain ignorant and bash men than to pick up a book on education or divorce and read it. If we have a crisis of masculinity, it began in the church, from the “men” behind the pulpit. They need to man up and challenge the feminism that is killing marriage.
CNS News compares per-pupil costs to the taxpayer to student proficiency levels in a variety of Democrat-dominated cities.
In Philadelphia, where the Democratic Party held its national convention, the public schools spent a total of $18,241 per student in the 2011-2012 school year, according to the U.S. Department of Education.
In Detroit… the public schools spent a total of $18,361 per student that year.
In Washington, D.C., where the federal government makes its home, it was $23,980.
What did these schools produce while spending more than $18,000 per student? Not well-educated children.
In the Philadelphia public schools in 2015, according to the National Assessment of Educational Progress scores published by the Department of Education, 80 percent of eighth graders were not grade-level proficient in math. Eighty-four percent were not grade-level proficient in reading.
In the Detroit public schools, 96 percent of eighth graders were not grade-level proficient in math. Ninety-three percent were not grade-level proficient in reading.
In the District of Columbia public schools, 83 percent of the eighth graders were not grade-level proficient in math. Eighty-one percent were not grade-level proficient in reading.
If you pay federal taxes — no matter where you live and no matter where you send your children to school — you help subsidize the public schools in Philadelphia, Detroit and Washington, D.C.
In fact, if you pay federal taxes you help subsidize the public schools all across America.
What I have noticed about American education is that whenever anything is said about the poor performance of the government-run public schools, the teacher unions and school administrators all cry that the problem is not enough money.
But as you can see, we have been spending more and more money on these schools, but not getting any return on the investment:
Where is all that money going? A lot of it is donated to Democrats:
The Democrats repay the teacher unions by protecting them from competition from private schools and homeschoolers. Democrats shut down every attempt by Republicans to reform public school education to make it more responsive to parents.
In the free market, there is no protection for businesses that fail to perform. They have to shape up or shut down. Maybe instead of shoveling taxpayer money into a bottomless pit, we should give money for each child’s education directly to the parents, and let theparents choose schools that actually focus on the job of educating the children in valuable skills?
The CNS News article continues:
The cost and the poor performance of public schools in the United States should inspire Congress to do two things: Shut down the federal Department of Education and enact legislation creating complete school choice for families that reside in the District of Columbia.
Voters in states and local communities elsewhere in the country can then decide for themselves whether or not to replace the relatively small percentage of local school revenue that now comes from the federal government.
But the right decision would be for states and local communities to stop giving their education money exclusively to government-run schools.
Instead, they should give that money to parents — and let parents decide where to send their children to school.
Communities should grant every child in their jurisdiction a voucher worth the same amount of money currently spent per pupil in the local government schools. Then they should let families decide whether they want to send their children to one of those government schools or to a private school.
Attaching the money to the child makes the parents the consumer, and empowers them to buy the right school – the school that does the job that they want the school to do. Instead of focusing on global warming, gay rights, transgender bathrooms and putting condoms on cucumbers, the schools should be focused on math, engineering, technology and science. STEM is where the money is – not in liberal crybaby indoctrination.
First, let’s recall why Common Core was enacted by the Democrats by excerpting this post from The Pulse.
When Common Core was sprung on the whole nation in 2010, it promised that every kid graduating high school will be “career- and college-ready.” Career-readiness was quickly left by the wayside — nobody, including the NAGB [National Assessment Governing Board], could figure out what it means — but college-readiness remained the “chicken in every pot” promise of Common Core.
The Daily Signal reports on a new report by the American College of Testing, the group behind the ACT college readiness test.
A recently released report confirms what Common Core critics have suspected all along: Common Core State Standards do not adequately prepare students for college-level work.
The ACT report finds many concerning shortcomings in the Common Core State Standards, which have been adopted by most states. Notably, the report reveals:
“While secondary teachers may be focusing on source-based writing [essays written about source-based documents], as emphasized in the Common Core, college instructors appear to value the ability to generate sound ideas more than some key features of source-based writing.
“Some early elementary teachers are still teaching certain math topics omitted from the Common Core standards, perhaps based on the needs—real or perceived—of students entering their classrooms.
“In addition, many mathematics teachers in grades 4–7 report including certain topics relevant in STEM coursework in their curricula at grades earlier than they appear in the Common Core.”
Teachers who must adjust their curriculum to fit Common Core aligned state tests now find themselves in a bind. As the report finds, the Common Core math standards do not adequately provide a child with the skills needed to succeed in the classroom, forcing teachers to add on extra material to their limited instruction time.
Additionally, high school English teachers must now emphasize material that leaves students lacking in original thought and analytical skills, according to many college professors. For example, only 18 percent of college professors surveyed rated their students as prepared to distinguish between opinion, fact, and reasoned judgement—a skill determined to be important for college-level work.
The “one-size-fits-all” national standards are underserving American children. It is nearly impossible, and does a great disservice to future generations, to demand uniformity and place restrictions on the classroom that assumes one “best practice.”
Common Core was designed to better prepare students for college, but now we know that it had the exact opposite effect from what the leftists intended – and what the leftists promised us. Just like Obamacare, we elected people who didn’t know what they were doing, did something that made the problem worse, and wasted a ton of taxpayer money in the process. Failure across the board.
One obvious point to make about Common Core is that conservatives are right when we say that education is a state and local issue. It shouldn’t be a federal level issue. Ted Cruz was going to abolish the Department of Education at the federal level and push it down to the states, so that we wouldn’t have screw-ups like this. Just think of all the money that’s been wasted on Common Core, and now we find out that it’s a disaster, just like Head Start.
Big government liberals like the idea of making everything equal, but if everything is equally bad then we really should let parents decide how to educate their kids. They’ll make better choices than secular leftist educrats anyway. The right solution is to give the parents a voucher, and let them choose which school to send their child to – and homeschooling parents should not have to pay into a system that they don’t even use.