Within reason I don’t care what a black child’s IQ is relative to anyone else’s, black or otherwise. But here is something I believe is true. If every black child headed off to school on day one knowing they are expected to behave in class, pay attention to what the teacher is saying, etc. because they are there to learn and educate themselves, the results would be much different and better for them and their futures. But that influence has to come from home, from family a child knows and trusts, but it’s not happening to any degree needed to make a difference and that’s too bad because until it does subsequent generations are doomed to follow their predecessors. And the cycle will just keep rolling along...
Applies to poor white children too
All children.
First of all the majority of these innercity black kids have no father...their mother lets them run loose at all hours of the night. Thus do not expect in such a situation there will ube any demand placed on the kids to behave in school.
But..........it gets worse than that......Obama put in orders to the schools not to discipline black kids....believing they were disciplined too much...thus we see once again how the feds screw up the public schools.
You may not care what these kids i.q.'s are but in the real world...i.q's indicate whether a kid can be successful in the academic setting or not. The majority of them have i.q.'s so low that no matter how disciplined or how hard they work they will still fail.
The real solution is to not place these low i.q. kids in a setting where they cannot succeed....instead give them industrial type training where they can learn a skill and thus have some ability to support themselves after they graduate....this applies to white kids with low i.q.'s also.
Simple stuff ....but when it comes to public schools there is little common sense involved....their goal is to indoctrinate the kids not to educate them or provide with the training they need to be able to earn a living.
Do not expect the public schools to get any better until those in control understand that not all kids are equal...that many simply do not have what it takes to succeed in the world of academics.
CIVICEDUCATION NEWS
Did an Obama-Era School Discipline Policy Contribute to the Parkland Shooting?
Sen. Marco Rubio says maybe.
Did Federal Guidance Make Schools Less Safe?
Marco Rubio, the Florida Republican who has found himself in the maelstrom of federal and state debates over school safety and gun control, says an Obama-era civil rights law may have contributed to the massacre at a high school in his state last month, where a
former student fatally shot 17 children and adults.
"Disturbing reports have indicated that federal guidance may have contributed to systemic failures to report Nikolas Cruz's dangerous behaviors to local law enforcement,"
Rubio wrote to Secretary of Education
Betsy DeVosand Attorney General
Jeff Sessions in a joint letter dated Monday.
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At issue is a "Dear Colleague" letter and guidance from the previous administration, issued in 2014, which aimed to stem the school-to-prison pipeline by prodding schools to reduce the number of suspensions and expulsions, especially for students of color and students with disabilities, both of whom receive disciplinary actions at disproportionately high rates.
According to the Department of Education's Office for Civil Rights, among the 2.6 million students suspended each year, black boys are three times more like than white boys to be suspended, black girls are six times more likely than white girls to be suspended, and students with disabilities are more than twice as likely as their peers to be suspended.
Broward County Public Schools in Florida, the sixth-largest school system in the country and home to Parkland's Marjory Stoneman Douglas High School, where last month's school shooting took place, was one of the first to embrace what's known as "restorative justice" discipline programs and quickly became one of the Obama administration's darlings for its efforts to focus on equity in discipline.
In fact, the superintendent of the Broward school, Robert Runcie, who worked alongside former Education Secretary Arne Duncan in the Chicago Public Schools, was the leading force behind instituting new practices within the district for handling student behavior issues without resorting to law enforcement involvement, which quickly became a national model for ending zero-tolerance policies in schools.
But in the letter to DeVos and Sessions, Rubio posits that it may be these policies, spurred by the Obama administration's guidance, that allowed the gunman to skirt law enforcement despite a well-known history of displaying disturbing behaviors.
"The overarching goals of the 2014 directive to mitigate the school-to-prison pipeline, reduce suspensions and expulsions, and to prevent racially biased discipline are laudable and should be explored," Rubio wrote. "However, any policy seeking to achieve these goals requires basic common sense and an understanding that failure to report trouble students, like Cruz, to law enforcement can have dangerous repercussions."
Rubio writes that by asking states to set new standards for calculating what qualifies as a disproportionate amount of students when handing out disciplinary actions, the federal government actually incentivized schools to not report troubled students to law enforcement.
Rubio is not the first to make such an argument. A handful of education policy experts have similarly criticized the guidance for potentially putting students and teachers at an increased safety risk.
Max Eden, a senior fellow at the Manhattan Institute, recently made that argument when
testifying before the U.S. Commission on Civil Rights, where he blamed the guidance for creating "a school climate catastrophe and puts more students at risk."
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"If we are willing to revise our assumptions based on better evidence, we should be utterly alarmed that our efforts to fix the school-to-prison pipelines has actually amplified it," Eden said. "We are on a very dangerous road."
The line of thinking has been rebuked by civil rights advocacy groups who say such arguments are driven purely by ideology that dismisses policies aimed at helping the most historically underserved students.
To be sure, researchers have published an onslaught of conflicting findings over the last two years on the outcomes of such disciplinary policies, leading many to cherry-pick findings in favor of their individual arguments.
DeVos, for one, has signaled her interest in reviewing the guidance – part of a larger ongoing regulatory review by the department, which is in the process of
withdrawing nearly 600 pieces of guidance that federals officials say are "out of date."
"The 2014 directive lacked common sense," Rubio wrote, "but the guidance can be revised to strike an appropriate balance that marries school safety with students discipline and counseling."
