Skip to comments.Brown’s overhaul of California school finances sparks infighting over details (redistribution)
Posted on 12/08/2013 5:24:09 AM PST by Cincinatus' WifeEdited on 12/08/2013 6:03:27 AM PST by Admin Moderator. [history]
Gov. Jerry Brown’s landmark overhaul of public schools’ finances was aimed at their most vexing issue – chronically low academic achievements among poor or “English-learner” students.
Not only would more money be spent – billions more, in fact, thanks to a tax increase – but state aid would be “weighted” toward districts with large numbers of targeted kids.
(Excerpt) Read more at sacbee.com ...
So much for genetics, which was your assertion.
Over time, high-IQ individuals leave the population, leaving the low-IQ individuals behind to marry others from the welfare class, reinforcing the low-IQ genetic aspects.
Stating a hypothesis is not a proof.
The experience of the Vietnamese boat people who arrived here in the 70's with nothing, and within a generation produced valedictorians, is a strong example.
You seem to be operating off the straw-man that I'm saying that all white kids are inherently smarter than any black kids. I'm not. I'm saying that parents who have well-below-average IQs are more likely to produce below-average-IQ kids than above average kids.
Thus the kids of multi-generational white underclass of England are likely to be of lower IQ than any kids which Thomas Sowell would produce.
My question is your answer.
The performance of adopted children belies that contention. Any population can produce very bright people with the right education, as Jamie Escalante proved.
Check out the link at my post #18. Black children adopted into middle-class white families did NOT do dramatically better. They did a little better due to the environment, but not dramatically better.
Government schools are a jobs program. Have been for a long time.
You are entirely correct. I'm not disputing that.
In his time at Garfield High School in LA, Escalante did a great job with his calculus class:
Escalante continued to teach at Garfield, but it was not until 1978 that Escalante would instruct his first calculus class. He hoped that it could provide the leverage to improve lower-level math courses. To this end, Escalante recruited fellow teacher Ben Jiménez and taught calculus to five students, two of whom passed the A.P. calculus test. The following year, the class size increased to nine students, seven of whom passed the A.P. calculus test. By 1981, the class had increased to 15 students, 14 of whom passed.Garfield High has an enrollment of over 4,000 students, and is 99% Hispanic. At his peak, Escalante found 73 kids out of that large student body who he could get to pass calculus. At his peak essentially selected the top 10% of the student body, in terms of math aptitude, and put them through a 4-year program of rigorous instruction in Algebra thru Calc.
What he demonstrated was that he could take the top 10% of the Garfield population, and have them achieve.
Given the performance of schools in underclass areas, which are managed by school boards elected by the locals, the answer to your question is evident. Plus you fail the argument by Godwin's Law
This isn’t an argument.
I'm getting the feeling that there is no level of evidence that will convince you, but here goes:
Do you suppose that the least intelligent students took the calculus class? Would he have allowed anybody who had not done well in the prerequisites (Algebra 1 & 2) to take the class?
No level of evidence will prove to me that average kids cannot do excellent work. You're right. Obsessing about IQ and genetics is a waste of human talent when there are many other variables that can overshadow differences in that metric. I had seven year old kids factoring quadratics in their heads and doing calculus at 11 years old.
I don't buy this BS about IQ.
Would he have allowed anybody who had not done well in the prerequisites (Algebra 1 & 2) to take the class?
Indeed he did, depending upon his intuition about the will of the kid and the barriers to be overcome. In some of those cases the barrier was language, so he taught them English.
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