Color Blind? Desegregation started out, like affirmative action, as color blind prohibiting assignment by race. But, also like affirmative action, it has evolved into a law that compels people to assign students by race. Rather than banning the use of race, it has become unconstitutional to choose students without regard to race! The language originally said that eliminating racial imbalance was not the goal, but now any degree of racial imbalance or even inequality in grades or test scores is sufficient evidence of a civil rights violation, even though such conditions apply to every school district in the nation, regardless of what desegregation schemes they try or none at all.
Worsening Segregation If anything, forced busing may have increased so-called segregation by driving whites out of cities where they would have to attend majority-minority schools, regardless of the neighborhood.
1 of 2 biggest frauds The big fraud is that there are no instances where desegregation has been shown to equalize test scores between races. This is one of the top two frauds, the other being that if you equalize spending, it will equalize outcomes.
Goal: parity in test scores Outcome: No such luck Even though this is largely assumed to be one of the primary reasons for desegregation, study of every affluent school district which has been deliberately avoided by educational experts show that blacks (and Latinos) lag whites in every district, and school whether it the poor, the affluent, the predominantly minority, or the integrated. The ironic fact is that the only settings where minorities rival the best affluent white kids are predominantly minority settings such as Whitney Young in Chicago or Barclay in Baltimore. The media continues to that it is a "mystery" that test scores remain different despite 25 years of desegregation. Orfield says desegregation never really happened, but it appears it doesn't work, and it would be impossible to implement even if it were a good idea.
bwgap.wk1 Black Vs. White Gap In Different Quality Schools Even the Best School Districts for Whites Show Gaps Washington State Ranked by White score Percentile Index White Black Asian Black Asian Richland G11 70 23 87 -3.04 1.24 Bellevue 62 31 55 -2.00 -1.13 Lake Washington G 62 30 67 -2.07 1.08 Renton G8 62 34 74 -1.82 1.19 Issaquah 61 46 74 -1.33 1.21 Spokane G11 55 32 52 -1.72 -1.06 Pasco G11 53 20 44 -2.65 -1.20 Seattle G11 CFAS 53 32 48 -1.66 -1.10 Tacoma G11 51 27 42 -1.89 -1.21 ---------------------------------------------------- CFAS or CTBS test math test score percentile Only blacks in affluent Issaquah are close to whites in blue-collar Tacoma. Blacks in every community are below the 50th percentile median, regardless of income. Asians are within 20% of whites in every community. Ranked by White percentage with Math 3 orIndex California Bay ArWhite Black Asian Black Asian Oakland 53 10 33 -5.30 -1.61 Cupertino 51 23 69 -2.22 1.35 San Ramon Valley 49 30 78 -1.63 1.59 Santa Clara Count 41 15 48 -2.73 1.17 California State 36 12 44 -3.00 1.22 San Francisco 35 12 41 -2.92 1.17 Contra Costa Cty 22 11 45 -2.00 2.05 ----------------------------------------------------------- Only blacks in affluent San Ramon Valley are significantly better than whites in depressed Contra Costa county. ---------------------------------------------------------- Index 1.00 = White +/-2.00 means 2 times better / worse. Data from school districts, state education departments Analysis by Arthur Hu 1997
Desegregation HURTS Asians Although Southeast Asians may be helped by busing programs in Wisconsin, desegregation laws have caused Chinese to be excluded by a ceiling quota at Lowell High School in San Francisco which benefits mainly only Whites, Japanese and Koreans. Asian liberals even widely support such discriminatory caps on over-achieving minorities like the Chinese, when such quotas were never acceptable for Jews. Part Asians have also been denied admission to some select schools due to racial quotas on either Asians or mixed descent children
Eliminate Race-Based Education Policy My opinion is to outlaw deliberate segregation by race, and simply assign students without regard to race, whether or not this results in racial "balance". Such a concept has not been shown to be helpful to minorities, and harmful to some groups. Desegregation is a failure, in fact some of the most successful minority education institutions are predominantly minority.
Moral: Fix academics, not integration! The problem isn't that blacks do poorly because they are forced to got to segregated schools. The problem is that blacks don't achieve, and that's the reason mostly black schools have low scores, not the other way around when scores are equally low for blacks regardless of the proportion of whites they go to school with. You can segregate Asians all you want and they'll still get high math scores no matter how under-funded or broken down the buidings are. Segregation can only harm groups that perform poorly in the first place.
Contents
Levels
@@desegregation
%%subtopic
@@Achievement
http://www.lagriffedulion.f2s.com/diversity.htm
La Griffe's latest: DIVERSITY AND EXCELLENCE: ARE THEY COMPATIBLE?
11 Pages.
"Students do better in whiter and high-SES classrooms. The planes,
however, differ noticeably in steepness. Both SES and racial mix affect
whites more than blacks. White performance is influenced 65 percent more
than black by SES, and about twice as much by racial mix. In short,
racial diversity in the classroom reduces white achievement more than it
improves black."
\clip\98\10\blakach.txt
http://www.latimes.com/HOME/NEWS/STATE/t000073474.html Los Angeles
Times August 12, 1998 A Question of Priorities Most parents, black or
white, say student achievement is more important than integration,
and that diversity is frequently given too much attention. By NICK
ANDERSON, Times Staff Writer
@@Asian
Also see affirmative action under Lowell High School
WHITES FLOCK TO SPANISH IMMERSION PROGRAM, ADOPTED KOREAN IS DISALLOWED
TRANSFER IN FIGHT FOR "DIVERSITY"
\clip\97\02\montgom.txt Education Week Volume 15, Issue 20, February
7, 1996 Copyright 1996, Editorial Projects in Education, Inc. `The
Orwellian Transformation of Diversity' By Ted Gup Last April, I sat
in the library of the Rock Creek Forest Elementary School in
Montgomery County, Md., one of five white parents talking over our
concerns with the principal...
\doc\95\11\categor3.txt - Asians are denied access to french immersion
program because transfer policy nearly prohibits Asians from transferring
from schools where they are few in Montgomery County, Maryland
\doc\95\15\frcinteg.txt Montgomery French Immersion school, Boston
Latin quotas Family Research Council Sept 25, 1995 (Washington DC)
"Category 3" Wall Street Journal Sept 15, 1997 A16 F073097 editorial
Eleanor Glewwe and Hana Maruyama have part-Asians kids who are not
allowed to go to a immersion French program in Montgomery County
Maryland because of quotas on Asian students, even though to and from
schools are both about evenly balanced between blacks and whites.
@@Balance
Is the purpose of desegregation to enforce racial balance or to bar
assignment of students by race?
SFC 4/4/92 A8 Court Backs White Flight - school systems aren't
accountable to demographic factors, only intentional
\PRIV\95\05\HARTFRSEG.TXT - Can't degregate Hartford if problem is
too many blacks and minorities living in city.
CA TO HUNTINGTON BEACH: DESGREGATION DOES NOT MEAN DISCRIMINATION FOR
ETHNIC "BALANCE"! School Blocks Transfer of White Students August
22, 1998 By Renee Tawa Los Angeles Times Officials of the Huntington
Beach Union High School District have blocked the transfers from
Ocean View High, saying the students' departure would upset the
campus' ethnic balance. "Allowing those white students to transfer
would cause Ocean View "to become ethnically isolated. . . . That's
segregated," Myers said. But Gov. Pete Wilson's education advisor,
Marian Bergeson, sent a letter to district officials urging them to
reconsider. Despite their assertions, the letter said, the state
education code does not mandate discrimination to maintain racial and
ethnic balance in schools."
\clip\98\11\huntseg.txt Huntington Beach Union High School District
OKs Transfers for 8 White Students
http://www.latimes.com:80/CNS_DAYS/980825/t000077311.html Los Angeles
Times, August 25, 1998 District OKs Transfers for 8 White Students
Education: Citing need to maintain ethnic balance, Huntington Beach
Union had originally denied requests. State board questioned policy.
@@Book
\doc\web\97\04\racescho.txt Book: Race and Schooling In the City
Edited by Adam Yarmolinsky, Lance Liebman Corrine S. Schelling
Harvard University Press 1981
http://www.theatlantic.com/atlantic/issues/97feb/integ/integ.htm
\clip\987\04\whatinte.txt Atlantic Magazine Books -- February 1997 by
Gerald Early Whatever Happened to Integration? IN the ideological
warfare between liberals and conservatives, African-Americans exist
as a kind of Rorschach test, an enigma to be solved in the context of
their disturbing exceptionalism in a country obsessed with its own
exceptionalism.
@@Blacks Against
SOME BLACKS ABANDONING CHASING INTEGRATION \clip\97\18\busblak.txt
U.S. News & World Report 07/28/97 Second thoughts about integration
Black ambivalence about busing has less to do with ideology than with
results "Better to spend scant resources on improving their schools,
they argue, than on chasing the rainbow of integration." "In Yonkers,
N.Y., for example, blacks still score nearly two grade levels below
whites on standardized tests a decade after a federal court ordered
busing;" BY JERELYN EDDINGS
CONSERVATIVE BLACKS OPPOSE FORCED INTEGRATION
\doc\web\97\06\views.txt http://www.concentric.net/~Issues/ 7/97
Ending Forced Integration in the Schools? Finally? Since first
published in 1985, Issues & Views has been a staunch opponent of all
forced integration, and we regularly carry articles about the heroic
blacks who withstand the slings and arrows of insult, as they
publicly oppose a system that buses children all around the cities of
the nation.
Home | Index Top
@@City
Cities tend to have ethnic concentrations, which some say are
natural, other say they are caused by segregation. The natural state
they say is that every ethnic group should be equally distributed in
every community, or else. No Chinatowns, no black districts, no white
ones.
ASIANS MOST "SEGREGATED" IN CITIES MOST POPULAR WITH ASIANS!
z50\clipim\2001\07\16\seg.gif
Segregation still touches minorities where they live USA Today April
4, 2001 p. 2A "Very few people want to live in all-minority
neighborhoods" says Gary Orfield. "Very few minorities want to live
in predominantly white neighborhoods" says Arthur Hu.
2000 Rank for Asians
1 New York
2 Stockton CA
3 Houston
4 Sacramento
5 San Francisco
6 Los Angeles
7 Vallejo (Affluent Asian suburb)
8 San Diego
9 Detroit
10 Atlanta
Source: Lewis Mumford Center at the University at Albany
Blacks
1 Detroit
2 Milwaukee Wisc
3 New York
4 Chicago
5 Newark NJ
6 Cleveland
7 Cincinnati
8 Nassau-Suffold NY
9 St. Louis
10 Miami
z48\clip\2001\04\segcit.txt
http://dailynews.yahoo.com/h/ap/20010403/us/census_segregation_5.html
April 3 2001 Segregation Still High, Study Says
By GENARO C. ARMAS, Associated Press Writer
-The typical white lived in a neighborhood that was 80 percent white, 8
percent Hispanic, 7 percent black and 4 percent Asian. The typical black
lived in a neighborhood that was 51 percent black, 33 percent white, 12
percent Hispanic and 3 percent Asian.
Louis Andrews notes:
The actual data for the Mumford report on racial segregation in the nations
cities can be downloaded from the site below. One option is in excel
spreedsheet form of the data so you can do your own calculations. Data is
given for 1990 and 2000.
http://www.albany.edu/mumford/census/
@@Britain
\clip\97\05\unequal.txt The Economist February 8, 1997 Race relations
Integrated but unequal And if you create a segregation index, where
zero signifies that an ethnic minority is spread evenly across the
whole of a city and 100% that they live entirely in ghettoes, then
American blacks are typically 80% segregated; for their British
counterparts the figure is about 40%.
@@Boston / Massachusetts
Garrity's folly - 25 years after busing began
http://www.boston.com/dailyglobe2/004/oped/Garrity_s_folly___25_years_afte
r_ busing_began+.shtml January 4, 1999 By Jeff Jacoby Boston Globe "He
would win, hands down, any contest for the Most Hated Bostonian of the
last 30 years. And deservedly so. For Judge Garrity did more than inflict
on Boston's schools and families a nightmare of riots, fear, racial
hatred, and civic trauma. He did it with such blithe indifference to the
pain of those he was hurting, such cool disdain for anyone who doubted the
wisdom of accomplishing integration through massive crosstown busing, that
to this day he still insists, ''Damn, it was working quite well,
really.''"
GARRITY STANDS ON HIS RECORD FOR BOSTON BUSING
\clip\98\18\eclip06.txt On the record for busing By Kate Zernike,
Globe Staff, 12/08/98 There is the myth of white flight, he says, the
notion that when the buses rolled to desegregate the Boston public
schools, white parents suddenly flooded out to the suburbs.
DRIVE FOR NEIGHBORHOOD VS BUSING IN BOSTON '98
\clip\98\10\bostbus.txt
http://www.foxnews.com/js_index.sml?content=/news/wires2/ Debate
revived in Boston over school busing 12.15 p.m. ET (1616 GMT) July 5,
1998 By Jean Mcmillan, Associated Press. Parental involvment, funding
for education vs. buses vs. the race activists.
\clip\97\21\metco.txt
http://www.boston.com/dailyglobe/globehtml/268/Metco_s_popularity_confirmed_in_sur.htm
Metco's popularity confirmed in survey Most parents prefer suburban
schools By Jordana Hart, Globe Staff, 09/25/97 (Gary Orfield study
says black parents like desegregation)
\priv\96\12\dividing.htm Time April 29, 1996 Why We Need to Raise
Hell Jack E. White - says that the black elite have also abandoned
integration by sending them to private schools and moving away.
\priv\96\12\endint.htm TIME Magazine April 29, 1996 Volume 147, No.
18 "THE END OF INTEGRATION" A four-decade effort is being abandoned,
as exhausted courts and frustrated blacks dust off the concept of
"separate but equal" JAMES S. KUNEN
Nationally, fully a third of black public school students attend
schools where the enrollment is 90% to 100% minority--that is, black,
Hispanic, Asian and Native American. In the Northeast, the country's
most segregated region, half of all black students attend such
schools.
Plessy v. Ferguson, announced May 18, 1896, the Supreme Court
declared laws mandating that "equal but separate" treatment of the
races "do not necessarily imply the inferiority of either race,"
Brown, when only 2% of black children in the South attended schools
with whites, 36.4% of black students attended majority-white schools
by 1972
By 1970, with the white birthrate plunging, Northern urban school
districts, which seldom extend beyond city limits, lacked enough
white children to desegregate.
Milliken v. Bradley that suburban districts could not be ordered to
help desegregate a city's schools unless those suburbs had been
involved in illegally segregating them in the first place
Detroit's public school system is now 94% minority. By 1990, in the
18 largest Northern metropolitan areas, blacks had become so isolated
that 78% of them would have had to move in order to achieve an evenly
distributed residential pattern.
The KCMSD's annual per-pupil expenditure, excluding capital costs,
reached $9,412 last year, an amount exceeded by perhaps 40 of the
nation's 14,881 school districts. All together, as of this February,
$1.7 billion has been spent under court order in Kansas City.
Standardized test scores have registered slight gains. white flight
was not reversed: in 1985, the year before the magnet plan began, the
district was 73.6% minority; this year it is 75.9% minority. If
nothing else, horrible school facilities have been replaced with nice
new ones, and for some that is justification enough.
Norfolk Virginia was allowed to stop busing if it pumped extra money
into black schools, spending $736 more in 93-94 than other elementary
schools, and class sizes 2 or 3 smaller. Yet targeted blacks who
started out scoring 5 points worse in 1991 scored 10 worse than those
in integrated schools in 1995. At Young park, 98% black, 94% free
lunch, some of the children arrive at school not knowing their full
name; they just know their nickname," says principal Ruby Greer, who
has managed to improve test scores and attendance. "They don't know
how to hold a pencil or a book. Only 7% scored above normal, compared
to 88% at Taylor Elem 5 mins away, 60% white.
#achievement" Claims there is a lot of evidence that integration
raises black performance while not hurting whites, but only presents
association between states with narrowest test score differences, W.
VA and Iowa, generally closing gap in reading scores, which is due
largely to improved education level of black adults, not integration,
and observation that children in Chapter 1 schools with more whites
tend to do better. But integration never results in parity in scores,
and in the best schools in Palo Alto, Seattle's Eastside, and Newton,
blacks score no better than 50 percentile.
\priv\96\12\bostom.htm Time April
29, 1996 Volume 147, No. 18 THE NEED FOR A TOUGHER KIND OF HEROISM J.
ANTHONY LUKAS. (on Time web site) Concludes the job is to educate the
children at hand, now only 18% white instead of wondering why
integration didn't suceed, or trying to bring whites back.
http://www.boston.com/globe
\priv\96\12\massdesg.txt "Repeal wouldn't change mandate to
desegregate" Boston Globe 04/23/96 Districts have chosen to
desegregate voluntarily because it makes sense.
http://www.boston.com/globe
\priv\96\12\racibala.txt - John Silber considers whether to repeal
the Mass state racial imbalance law. Abagail Thernstrom is for
repealing the law outright. "Assessing racial balance" Boston Globe
Staff, 04/18/96
@@Brown vs Board
z78\clip\2004\05\brownbust.txt
http://www.latimes.com/news/opinion/commentary/la-oe-thernstrom17may17,1,7721017.story
COMMENTARY No, Brown Isn't a Bust Fifty years after the monumental
decision, it's popular to say that segregation is back. That's
hogwash. By Abigail Thernstrom Abigail Thernstrom is a senior fellow
at the Manhattan Institute and the co-author, with Stephan Thernstrom,
of "No Excuses: Closing the Racial Gap in Learning" (Simon & Schuster,
2003).
May 17, 2004
Today, as a result, the typical black
youngster attends a school that is about half black — an extraordinary
change in half a century.
@@Charlotte NC
DOES EXCLUDING USE OF RACE VIOLATE DESEGREGATION LAW?
N.C. district's schools integrated, judge says Seattle Times Sept
10,1999 federal judge orders district to stop using race as a factor
in all programs. Luke Largess who sued 30 years ago says he
overstepped authority, current lawsuit was by white parents excluded
from magnet because of mixed race child quota. Questions whether you
can exclude the use of race (but isn't that what desegregation was
about???)
@@Charter Schools
Charter schools have been criticized as a way to get whites out of
mostly black schools, but some states find some charter schools are
mostly black as well.
MANY CHARTER SCHOOLS ARE PREDOMINANTLY BLACK, NOT WHITE
NY Times: Diversity rules threaten N.C. charter schools that aid
blacks December 23, 1998 Diversity Rules Threaten North Carolina
Charter Schools That Aid Blacks By DAVID J. DENT
" Today, at least 22 of the state's 60 charter schools appear to
violate the diversity clause, according to estimates, but for reasons
no one had expected. All but one are more than 85 percent black,
populated mostly by children whose parents wanted to flee failing
schools and enroll them in small academies that have unusual freedom
to pick their own curriculums and staffs, bypassing local
bureaucracies. "
ORRFIELD SAYS DESEGREGATION MAKES BETTER TEST SCORES
\CLIP\98\09\charter.txt
http://www.azcentral.com:80/news/education/0527charters.shtml Why so
White? Charter schools' racial makeup raises questions Cathryn Creno
The Arizona Republic May 27, 1998 Arizona's charter schools are
luring White middle-class children out of more racially mixed
district schools, say two Arizona State University researchers who
believe the trend could result in substandard educations for minority
children.
@@Chicago
Integration in Chicago is a total joke. With only 10% of students
white, there aren't enough whites to make any difference even if they
were perfectly distributed. The magnet system only creates a private
system for whites that shuts out blacks that want to get in.
NOT ENOUGH WHITES TO MAKE INTEGRATION MAKE SENSE, STILL GET BEST SCHOOLS
z63\clip\2003\03\chicdes.txt
Lori Olszewski and Darnell Little: Integration a dream never lived
March 23, 2003
http://www.chicagotribune.com
[Chicago] the population of white students has dwindled to less than
10 percent of the system... comes at the expense of minority
students, who are turned away to maintain outdated racial guidelines.
White students make up more than 40 percent of some magnets
1/6 CHICAGO SCHOOLS IS 100% BLACK 1/4 ARE OVER 90% BLACK
George N. Schmidt notes
Of those 597 public schools, 158 are between 90 percent and 99.9 percent
Black, while 110 of them are 100 percent Black.
Of those 597 public schools, 48 are between 90 percent and 99.9 percent
Hispanic, while one is 100 percent Hispanic. [All of these data are from the
Chicago Board of Education's annual "Racial Ethnic Survey of Students as of
September 30, 1999"].
@@Denver
\doc\95\14\stopbus.txt "Stopping the bus" Economist Sept 30, 1995 p. 29 Busing
didn't work in Denver, it just scared all the whites away.
@@Harmful
http://www.seattletimes.com/news/education/html98/educ_072998.html
SEATTLE STUDY - POOR CHILDREN DID WORSE WHEN BUSED
\clip\98\10\acadint.txt Seattle Times Company July 29, 1998 Blacks
say schools should focus on academics more than integration by
Richard Jones Knight Ridder Newspapers "A Seattle district study
showed that low-income children - many of whom also were from
minority groups - did worse in school when bused, compared to
children from similar families who went to school close to home. "
@@Kansas City
Spending tons of money for world class facilities simply does not
work in producing equity.
\priv\95\11\demag.txt - 1.3 billion has not produced improved test
scores. Stagnant scores are used as proof it must be continued
instead of concluding it doesn't work.
http://www.freerepublic.com/forum/a3998cab915f6.htm/pubs/pas/pa-298.html
In the seminal study, "Money and School Performance: Lessons from the
Kansas City Desegregation Experiment," Paul Ciotti illustrates that
"educational problems can't be solved by throwing money at them." He
recounts Kansas City's history of spending, which resulted in the
highest per-pupil cost in the nation, higher teacher salaries, an
Olympic-sized swimming pool with an underwater viewing room,
television and animation studios, a robotics lab, a 25-acre wildlife
sanctuary, a zoo, and a model United Nations with simultaneous
translation capability.
@@Gifted / Honors
PARENT DEFENDS HONORS CLASSES ATTACKED AS "SEGREGATION"
\clip\97\23\honorc.txt
http://www.enews.com/magazines/tnr/current/trb102097.html The New
Republic October 20, 1997 TRB FROM WASHINGTON: HONOR CODE By John B.
Judis
"American schools are resegregating," President Clinton warned at a
ceremony marking the fortieth anniversary of integrating Little Rock's
Central High. Clinton was referring obliquely to what Julian E. Barnes, in
an article entitled "Segregation, now," argued in the September 22 U.S.
News and World Report: that honors programs are reestablishing segregation
within the country's public schools.
SEGREGATION? OR BLACKS SHY AWAY FROM HONORS BECAUSE IT IS "RACIST"
AND UNFASHIONABLE. \clip\97\20\honors.txt U.S. News & World Report
09/22/97 "Segregation, Now" (posted on web site
http://www.usnews.com) Forty years after the forced integration of
Little Rock's Central High School, honors classes separate black
students from white "In Louisville, Ky., the schools are 30 percent
black but the honors classes are only 10 percent black. In one
Cleveland suburb, 50 percent of the district is black, but AP classes
are only 10 percent black. In South Carolina's schools, blacks make
up 43 percent of the students but only 13 percent of the students in
gifted classes" Some black parents and students pull out of honors
because they consider it "racist" or are taunted for hanging out
with white achievers.
@@Income
z67\clip\2003\05\intcome.txt
May 8, 2003
Cambridge Schools Try Integration by Income
By SARA RIMER
http://www.nytimes.com/2003/05/08/national/08CAMB.html
In LaCrosse, Wis., the first district to endorse economic integration when
it did so in the early 1990's, scores have risen, and the district has a
very low dropout rate, despite a relatively high poverty rate.
@@Left
THE LEFT IS OFTEN LEERY OF INTEGRATION TOO
\clip\98\18\leftintg.txt The Nation 12/14/98
http://www.thenation.com/issue/981214/kelle.htm Integration: What's
Left? by ROBIN D.G. KELLEY
@@Magnet Schools
Magnet schools were originally designed to lure white students into
minority areas by offering elite academic programs, but have had mixed
success. In Durham, some have evolved into elite minority schools,
which isn't such a bad thing. In Seattle, it has actually created
complaints because the whites being bused into a formerly black
dominant school are more elite than even average whites on mostly
Advanced Placement track from gifted student programs, while blacks
are stuck in a regular track ghetto.
z82\clip\2004\06\garf.txt
z82\clipim\2004\06\10\garfield
http://seattlepi.nwsource.com/local/176577_garfield07.html
Monday, June 7, 2004
The Two Garfields: The racial achievement gap at a premier school
By GREGORY ROBERTS
SEATTLE POST-INTELLIGENCER REPORTER
Garfield overall AP (38.1%)
white 45.7 64
black 30.1 8.2
hisp 5.6 4.4
asian 17.1 21.7
native 1.6 1.6
seattle district
WASL average math / read / write / science
white 75 85 85 74
black 8 25 28 5
asian 65 70 75 58
latino 30 30 38 25
native 50 62 62 65
DURHAM MAGNETS FAIL AT DIVERSITY, BUT RAISE MINORITY TEST SCORES
z75\clip\2004\03\magnet.txt
http://www.herald-sun.com/durham/4-460810.html
BY MICHAEL PETROCELLI, Durham Herald-Sun
March 19, 2004 9:59 pm
Magnets' test scores are rising, despite lack of student diversity
[What a concept, minority kids getting into academic excellence, somebody
please do something about it!!! - no word if "grade level" means 50th
percentile, or worthless inflated "standards-based" tests]
"...and at Y.E. Smith, the portion testing at grade level rose from
42 percent to 77 percent.
http://www.educationnews.org/dailyeducationnews.htm 3/6/2000
Lexington Herald-Leader Magnet schools drawing attention
Desegregation tool seems out of order By Lori Becker Hayes,
Herald-Leader Education Writer Facing federal orders to desegregate
schools, districts across the country established magnet schools to
increase racial balance and improve education for minority students.
Many of Fayette County's magnet schools don't seem to be
accomplishing either, leaving the school board grappling to figure
out what should be done and whether the schools are worth the
millions of dollars put into them.
@@Menlo Atherton (East Palo Alto)
\clip\97\16\menloath.txt
http://www.sfgate.com/cgi-bin/chronicle/article.cgi?file=MN51299.DTL&directory=/chronicle/archive/1997/06/12
Thursday, June 12, 1997 · Page A1 ©1997 San Francisco Chronicle An
`A' in Getting Along Menlo-Atherton High School students cross color
barrier
1996 RACIAL BREAKDOWN
1,818 students
White 36.9%
Latino 36.6%
African American 16.1%
Pacific Islander 5.2%
Asian 4.3%
Filipino 0.6%
American Indian 0.3%
@@Missippi
NEW SCHOOL FOR WHITE CASINO KIDS = PRIVATE ACADEMY FOR WHITES
http://search.washingtonpost.com/wp-srv/WPlate/1999-08/09/016l-080999-idx.html
\clip\99\15\missseg.txt Windfall for Segregation By William Raspberry
Monday, August 9, 1999; Page A15
[well, you could bus some % of whites and black kids between zones,
but likley it would not any more difference in academics than it has
elsewhere]
The county's school system, once among the poorest and most
segregated in the country, is proposing to establish a spanking new
state-of-the-art school facility at Robinsonville The $8 million
elementary school would be located hard by a new housing development
planned to accommodate Tunica's [white] middle-class influx, drawn to
the area by the bustling casinos. Because hardly any county blacks
could afford the new housing, few would be in the new school's
attendance zone.
@@Prince George County: Busing Failure.
Prince George County was the DC area suburb to adopt busing, but the
demographics have shifted from mostly white to mostly black, and all
parties ended up hating busing. New emphasis is on black achievement,
not racial "balance" as there are few whites left to balance anything.
\doc\web\98\06\endbus.txt
Judge Ends Busing In Prince George's
http://www.washingtonpost.com/wp-srv/WPlate/1998-09/02/107l-090298-idx.htm
l September 2, 1998 By Lisa Frazier Washington Post "A federal judge in
Greenbelt yesterday ordered the end to mandatory busing in Prince George's
County,
After 26 Years of Busing, Most Pleased to See It Go
http://www.washingtonpost.com/wp-srv/WPlate/1998-09/02/090l-090298-idx.htm
l September 2, 1998 By Robert E. Pierre & Rene Sanchez Washington
Post many black and white Prince Georgians have come to the same
conclusion: Forced busing has outlived its usefulness and become a
burden.
Judge approves end to court-ordered busing in Maryland county
http://www.foxnews.com/js_index.sml?content=/news/wires2/0901/n_ap_0901_32
2. sml September 1, 1998 Associated Press But student population in
the (since 1972) suburban Washington system has shifted from 70
percent white to nearly 80 percent black in that time.
\priv\96B\03\WHITONLY.HTM No More White-Only School Seats
Friday, June 21 1996; Page A22 The Washington Post The overriding
fact is that the public schools have been holding seats open for
white students even while denying access to eligible and waiting
black students solely because of their race. That is not an effective
way to achieve racial balance anymore in a county system that is
nearly 72 percent black and 18.6 percent white. officials will stop
holding 500 unused special magnet-school slots for white students
when there's a waiting list of about 4,100 black students and zero
white students.
\priv\96B\03\ENDQUOT.HTM
Pr. George's Schools Vote to End Racial Quotas By Lisa Frazier
Washington Post Staff Writer Wednesday, June 19 1996; Page A01 The
Washington Post The Prince George's County Board of Education voted
early yesterday to abandon court-ordered racial quotas that have kept
at least 500 black students out of schools that offer some of the
county's most popular education programs.
The court set a goal that the schools become no more than 80 percent
black. As the black student population continued to grow toward its
present 72 percent of total enrollment, the court allowed the school
system to adjust the racial mandate. The guidelines for the 1995-96
school year stipulated that elementary schools should be no more than
86.6 percent black, middle schools no more than 90.8 percent black
and high schools no more than 90.3 percent black.
\priv\96B\06\PGMAGNET.HTM - vote to table the measure where 4100
blacks were waiting for 500 spots reserved for whites who didn't
apply. The magnet programs, which offer specialized themes, such as
French immersion, Montessori and performing arts, were created in
1985 as a desegregation strategy designed to draw white students to
schools in predominantly black neighborhoods and avoid more
widespread court-ordered busing.
@@San Diego
BASIC SKILLS NOT DESEGREGATION RAISED TEST SCORES, WHOLE LANGUAGE
HARMFUL TO MINORITIES \clip\98\09\sandieg.txt San Diego
Union-Tribune, Dec. 20, 1995. Was court oversight of schools worth
it? SHARON L. JONES Staff Writer
@@San Francisco
See Lowell High School case
SF CHINESE FOR AFFIRMATIVE ACTION DEFENDS BUSING CHINESE KIDS
\clip\2004\04\chafac.txt
S.F. Chinese Community Astir Over School Desegregation Debate
http://news.ncmonline.com/news/view_article.html
?article_id=3836cd7397c2bb08e70b8ac8d44abe81
Ted Wang, policy director of Chinese For Affirmative
Action. Feinstein, former San Franciso mayor, is a powerful Democrat.
Wang said abolishing the current desegregation system would have no
practical impact in improving the San Francisco public schools’
DESEGREGATION IN SF A DISMAL FAILURE
\clip\99\06\edclip08.txt
Desegregation failed black kids By Julian Guthrie February 21, 1999
San Francisco Examiner
[Why fight to keep Chinese out of elite Lowell when desegregation
wasn't even helping African Americans in the first place?]
Spending $300 million over 15 years to desegregate San Francisco's
schools bought students computers, culturally sensitive teachers, two
new schools and the chance to sit next to kids of other races in
class. Yet The failure is undeniable. The districtwide grade point
average for black high school students -- who spent their entire
careers under the desegregation plan -- was 1.81 in spring 1998.
While blacks compose 16.6 percent of the district population, they
represent half of all students suspended, and just 1.28 percent of
those who take advanced placement exams.
Ethnic Quotas in S.F. Schools Are Under Siege Judge says current bias must
be shown
http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/1998/12/
18 /MN93259.DTL San Francisco Chronicle Nanette Asimov, Chronicle Staff
Writer Friday, December 18, 1998 "The San Francisco schools' 15-year-old
system of ethnic enrollment quotas for desegregation could soon collapse
-- unless educators can prove that the district still discriminates
against black and Latino students. Educators are desperate to keep the
desegregation system because it draws a yearly $37 million in state and
federal funds, mainly for programs to help blacks and Latinos raise
achievement. But a federal ruling last spring said that to keep the
system, the district must show that the discriminatory practices that led
to its creation in 1983 persist today. Now, a federal judge is warning
district officials that they may lose the system at a trial scheduled for
February 16, since they have not yet justified keeping it."
@@Seattle:
Busing Deemed a Failure
The original Seattle plan actually preserved predominantly black
schools, blacks opposed being sprinkled equally throughout the
system. What kind of a desegregation plan is that? In any case the
only evidence is that kids that were bused if anything did worse than
the ones who stayed in their own neighborhood, there was no evidence
that it improved academic performance.
ASSIGNING STUDENTS BY RACE OK AS LONG AS YOU WIN SOME, LOSE SOME??
z68\clip\2003\06\raceok.txt
Seattle Times June 26, 2003 State Supreme Court OKs use of race in
high school admissions By Paul Queary The Associated Press The
majority found the policy is race-neutral because in some cases the
system chooses a minority student and in others favors a white
student.
2002: SEATTLE SCHOOLS RACE ASSIGNMENT NOT LEGAL
z55\clip\2002\04\racefact.txt
http://seattletimes.nwsource.com/html/localnews/134437318_schoolsweb16.html
Tuesday, April 16, 2002, 09:54 p.m. Pacific
Race as factor in Seattle school admissions illegal, court rules
By Gene Johnson The Associated Press
2001: SEATTLE JUDGE SAYS RACE ASSIGNMENT REMEDY TO SEGREGATED NEIGHBORHOODS
z48\clip\2001\04\searace.txt *(R) Seattle: Judge Oks race-based
school assignments
http://seattletimes.nwsource.com/cgi-bin/WebObjects/SeattleTimes.woa/wa/goto
Article?zsection_id=268448406&text_only=0&slug=race07m&document_id=134282120
by Keith Ervin "U.S. District Court Judge Barbara Rothstein yesterday
upheld race-based assignments of students to Seattle high schools,
saying the policy is a legitimate antidote to segregated
neighborhoods.
SEATTLE PARENTS SUE TO END RACE ASSIGNMENT “Parents threaten to sue
over school assignments by race,” Jolayne Houtz, Seattle Times, June
23, 2000 “It’s Ballard or bust,” Editorial (Seattle Times or P-I?),
June 24, 2000 The Seattle schools claims that since you don't get
excluded, you just get bumped to a less desireable school, then it's
consistent with I200, but that won't fly. The same could be said for
U Cal Berkeley, which routinely bumped whites and Asians but
automatically gave admission to any black or Hispanic that was
remotely qualified.
Are Seattle Public Schools Complying with I200?
lshaw@seattletimes.com Linda Shaw Seattle Times July 8, 1999 p. B4 At
Seattle schools, race still helps determine what school a child goes
to. Pacific Legal Foundation is looking for parents to challenge
this, it would be first I200 lawsuit. Sharon Browne. Olchefske says
that desegregation was not covered by Prop 209 in Ca, their gifted
program no longer take race into account.
\clip\99\13\seai200.txt
PARENTS SAYS ASSIGNMENT BY RACE IN SEATTLE
VIOLATES I200
The Stranger June 1999 (Seattle) KIDS CHANGE EVERYTHING Despite
I200, Race Preferences Linger On by Josh Feit "I was told all the
kids ahead of [my daughter] were 'integration positive'." "This is
begging for a lawsuit," says John Carlson, who headed up last year's
I200 campaign. "This is a slam dunk. The school district's practice
of using race as a factor in school admissions is an obvious, if not
brazen, violation of the law." [But Carlson isn't touching the 3
black women selected for #2 superintendent position!]
SEATTLE ELECTS MORE NEIGHBORHOOD SCHOOLS OVER MORE BUSING
Desegregation: South End may get new schools - but will the North End
pay for them? Ruth Teichroeb Seattle Post Intelligencer June 4, 1999
North end (mostly white) seats are empty while south end (blacks,
asians) are overflowing, most parents prefer closer schools. Gary
Orfiels says Stanford promoted segregation, school board Michael preston
says orfiels vision promotes racial balance not learning. Richard
Kahlenberg Century Foudation (DC) says research proves a student
will perform better at a middle thabn poverty level school (my
study shows seattle whites better, blacks nearly equal to
affluent bellevue schools)
%public schools:
north 65
central 65
west 80
south 90
SEATTLE PLAN WAS TO PRESERVE PREDOMINANTLY BLACK SCHOOLS
WE RECOMMEND THAT THOSE SCHOOLS WHICH HAVE
TRADITIONALLY AND HISTORICALLY BEEN DEEMED "MINORITY SCHOOLS"
MAINTAIN NO LESS THAN 50% MINORITY ENROLLMENT"
"Without a Court
Order" Ann LaGrelius Siqueland Madrona Publishers [Seattle] p. 69 1981
ALTERNATIVE SCHOOLS WANT TO KEEP BUSING IN SEATTLE
\clip\97\24\altbus.txt
http://www.seattletimes.com/extra/browse/html97/buss_102197.html
Seattle Times Company Tuesday, Oct. 21, 1997 Parents at alternative
schools hit busing plan by Dick Lilly Seattle Times staff reporter
SEATTLE TO ABANDON CROSS TOWN BUSING
http://www.seattletimes.com/extra/browse/html97/skul_100997.html
\clip\97\23\tossplan.txt The Seattle Times Company Thursday, Oct. 9,
1997 Time to toss student-assignment plan, Stanford says by Dick
Lilly Seattle Times staff reporter Superintendent John Stanford hates
the Seattle School District's system for assigning students to
schools and busing them around town. It produces neither
desegregation, as it was supposed to do when implemented in 1988, nor
academic achievement among schoolchildren, particularly minorities,
he says.
SEATTLE BUSING: IT'S OVER AND TIME TO MOVE ON \clip\97\13\seabus.txt
http://www.seattletimes.com/extra/browse/html97/jdl_052297.html
Seattle Times Company Thursday, May 22, 1997 Focusing on schools, not
on buses and other things
"Promises, pitfalls of school re-segregation" Oct 17, 1996 p. B7
F121896-1 Marily s. Smith and Thaddeus Spratlen. The district has
promised that new assignments will raise minority test scores, but
most experience is that concentration in low income neighborhoods
results in low scores. Comment - this ignores that blacks score
equally poorly regardless of the average performance of the district
they are found in. Seattle = Bellevue when compensating for race.
SEATTLE: MINORITY KINDERGARTENERS CAN GO TO NEIGHBORHOOD SCHOOLS WITH
END OF MANDATORY BUSING \doc\web\97\02\newkind.txt F021197-4 "New
kindergartners can stay close to home" Seattle Post Intelligencer Feb
5, 1997 p. A2 Paul Shukovsky. "Among the beneficiaries of the
relaxed desegregation standards are minority students in southeast
Seattle, because of previous lids, many were bused to north Seattle"
The old guidelines in a district that had 59% minorities were no more
than 84% minorities, no single minority over 59%. Comment - spin of
article is that minorities are the main beneficiaries of ending
busing.
BUSING IN SEATTLE STOPS BECAUSE IT DOESN'T HELP MINORITY PERFORMANCE
\clip\96\09\endbus.txt Seattle Times Nov. 21, 1996 Seattle ending
school busing Board OKs plan for voluntary integration Stanford says
that busing has not improved the performance of minority children
even though they are the ones that mostly have to travel far from home
BLACK MAN WHO WENT ON BUS TO MOSTLY WHITE SCHOOL NOW DESIGNS
SEATTLE'S NEW BUSING PLAN d:\clip\96\08\seadesg.txt Nov. 18, 1996
Making integration work He's architect of plan for schools by Jerry
Large Seattle Times staff reporter
http://www.seattletimes.com/topstories/browse/html/hump_111896.html
John Humphrie says he wants people to be comfortable with one
another, the way he is with people whose backgrounds are different
from his. That comfort develops when people interact, he says, which
is why he wants to make integration happen in Seattle's public
schools.
\doc\96\07\seainteg.txt Seattle had a good voluntary desegregation
plan in 1976, but was dumped in favor of much worse mandatory plan
that has failed.
@@Test Scores
%%No effect
Arthur Hu's National Review study shows that test scores of
minorities lag no matter how good the overall district performance,
in many cases, for example, Bellevue vs Seattle, minorities do just
as poorly in integrated suburban schools.
%%Improved
ORRFIELD SAYS DESEGREGATION MAKES BETTER TEST SCORES
\CLIP\98\09\charter.txt
http://www.azcentral.com:80/news/education/0527charters.shtml Why so
White? Charter schools' racial makeup raises questions Cathryn Creno
The Arizona Republic May 27, 1998 Arizona's charter schools are
luring White middle-class children out of more racially mixed
district schools, say two Arizona State University researchers who
believe the trend could result in substandard educations for minority
children.
Glass pointed out that several academic studies -- the most notable being a
1982 University of North Carolina study and Dismantling Desegregation, a
1996 book published by the Harvard University Project on School
Desegregation -- show standardized test scores of minority children
increase when they attend racially balanced schools.
@@Tracking
DOES TRACKING CREATE SEGREGATION, OR ARE DIFFERENCES REAL?
http://www.sfgate.com:80/cgi-bin/article.cgi?file=/chronicle/archive/1998/
09 /22/MN103228.DTL
On the Wrong Track? Segregated classes result from grouping students by
expectations
Nanette Asimov, Chronicle Staff Writer
San Francisco Chronicle, Tuesday, September 22, 1998
\clip\98\13\trakrace.txt
@@Voluntary
MANY AFFLUENT MINORITIES PREFER TO LIVE IN 100% MINORITY AREAS
z51\clip\2001\09\volseg.txt The New Segregation: Ethnic Identity or
Racism? http://www.foxnews.com/story/0,2933,33317,00.html "Four
decades after civil rights activists risked their lives to fight
racial discrimination, many minorities are choosing segregation over
integration. In many places throughout the country, well-off minority
families are moving into new neighborhoods to be with members of
their own race. many affluent African Americans say they prefer to
live in areas where the figure is closer to 100 percent. [Guru Gary
Orrfield says very few prefer to live in majority minority
neighborhoods]
@@Yonkers: Failure
JUDGE BLAMES MINORITY PROBLEMS ON SEGREGATION, REVERSES YONKERS
DECISION. BANNING ASSIGNMENT BASED ON RACE = SEGREGATION?
\clip\96\05\yonkseg.txt Date: Wed, 25 Sep 1996 03:22:51 -0400 Court
Holds State Liable in Yonkers Desegregation By SAMUEL MAULL
Associated Press Writer NEW YORK (AP) -- A federal appeals court on
Tuesday said New York state was greatly responsible for racial
segregation in Yonkers schools and must pay to fix the harm done to
black and Hispanic children. [blames test scores and higher
suspension rates on "vestiges of segregation" even though these
racial differences exist regardless of quality of any school district
even the best suburban districts. It faults decision to ban
assignment on the basis of race, therefore colorblind assignment
amounts to "segregation"????]
@@Definition
Is desegregation an exactly equal distribution across all schools, or
is there an "ideal" ratio, where minorities should be of a size equal
to other groups? As defined in the 1964 Civil Rights Act,
desegregation was not to insure racial balance, but simply to assign
without regard to race. This has evolved to Orrfield's definition
which is to see perfect racial balance, and eliminate all isolation
and academic disparity, regardless of benefit, or demonstration that
of effectiveness in achieving academic goals. There seems to be some
confusion here, as a school that reflects the "national" diversity of
75% white is considered to be "predominantly white" and undesirable,
yet UC Berkeley was 70% minority by 1990, and this was considered
"diverse" and desirable.
Pick your definition:
* 50 / 50 white black is integrated (poll question)
* reflects local population (population parity)
* 50% minority is segregated (1964 definition)
* 60% minority is "diverse" (1994 U Wa Law School)
* 70% minority is "diverse" (1990 UC Berkeley)
* 75% is "predominantly white" (national population)
* 40% of any group is segregated (San Francisco Schools)
* 50% of minorities concentrated into two flagship campuses with 25%
of students gives impression of "diversity" (UCLA, Berkeley 1989)
* 50% students of color does not meet diversity goal (U Wash school
of social work)
* Preserve traditionally minority schools (Seattle 1970s)
\clip\97\15\blakpoll.txt Poll: Whites, blacks differ on quality of
race relations " A majority of whites and blacks told pollsters
they'd prefer to live in a mixed neighborhood. But the reality is
that more than 77 percent of whites live in a mostly or all white
neighborhood, while only 41 percent of blacks live in predominantly
black neighborhoods." Comment - what's a mixed neighborhood?
National population is 72% white, only 10% black, but "mixed" usually
means 50 / 50, which is actually a predominantly black neighborhoodl
San Francisco defines segregation when any ethnic group, like Chinese
exceeds 40%, thus quotas at Lowell, and opposition to lifting of
preferences for Whites (who do not exceed the quota) over better
qualified Chinese.
\doc\web\97\04\racescho.txt Book:
Race and Schooling In the City Edited by Adam Yarmolinsky, Lance
Liebman Corrine S. Schelling Harvard University Press 1981
p. 10 Dianne Ravitch "Furthermore, northern concerns that the act
migh be used to bring about racial balance in northern school
districts were assuaged in Title IV of the Civil Rights Act by an
explicit prohibition of efforts to impose racial balance:
"'Desegregation' means the assignment of students to public schools
and within such schools without regard to their race, color,
religion, or national origin, but 'desegregation' shall not mean the
assignment of students to public schools in order to overcome racial
imbalance."
p. 14 "in 1973, the Court ruled in Keys v. Denvrer School District No. 1
that "state-imposed segregation in a substantial portion of the
district will suffice to support a finding.. of a dual system" ...
and would ultimately require the elimination of racial isolation
wherever it existed"
p. 22. What does segregation mean in a system that is 75-80% nonwhite like
Chicago or Detroit? If it means not deviating, then would 50 / 50 be
segregated? No school is majority white in a nonwhite system?
"in an urban settting, there is no present understanding of what
desegregation ought to be"
WE RECOMMEND THAT THOSE SCHOOLS WHICH HAVE TRADITIONALLY AND
HISTORICALLY BEEN DEEMED "MINORITY SCHOOLS" MAINTAIN NO LESS THAN 50%
MINORITY ENROLLMENT" (???) "Without a Court Order" Ann LaGrelius
Siqueland Madrona Publishers [Seattle] p. 69 1981 Title VII of the
Emergency School Aid Act defines segregation when any school has over
50% minorities. The State of Washington defined segregation when any
single minority group exceeded 40 percent, even if there were no
whites. p. 63 The Church Council did not favor a random distribution
of minority students and teachers around the district, but "schools
which are presently identified with minority communities must
maintain sufficient numbers of minority students in order that their
racial identity can be maintained", listing schools which would be
allowed to remain 50% to 60% black, mostly Asian, or lidded with
one-third of each group. "A full citywide distribution of racial
minority students would result in those students being represented in
very small numbers in each classroom, thereby diminishing the
opportunity for maintaining ethnic and cultural identity". p. 151 "We
recommend that those schools which have traditionally and
historically been deemed "minority schools" maintain no less than 50%
minority enrollment" [In other words, they WANTED segregated
predominantly minority schools, not 17% black, 9% Asian, 3% Native
Amerian, reflecting the district. Diversity and desgregation
evidently does NOT include sending minorities to predominantly white
schools!]
\doc\97\01\blaknews.txt Newsweek May 6, 1991 p. 31 Mark Whitaker et
al F020397-1 In Newsweek's poll, 72 percent of blacks and 52 percent
of whites said that they would prefer to live in a neighborhood that
was racially "half and half", more than 3 years ago (comment, that's
a predominantly minority neighborhood, not reflective of a US that is
3/4 white)
@@Evidence of success
%%Yes
\doc\96\07\lublin.txt
>You might check out Gary Orfield and Carol Ashikanize's excellent
>book "The Closing Door" on education in Atlanta. They argue that
>integration is key to improving African-American test scores and
>argue persuasively that the effectively racially separate school
>system in Atlanta does not sucessfully educate most kids.
>
>David Lublin
>University of South Carolina
>> Date sent: Wed, 23 Oct 1996 15:03:19 -0500
>> Send reply to: race-pol@acadcomp.cmp.ilstu.edu
>> To: lublin@garnet.cla.sc.edu
\doc\94\7\desegwk.txt black educational progress (1/2 gap erased
between 1971 and 1991) proves that desegregation works (??) [There is
_no_ other evidence ever cited that show desegregation results in
academic parity or improved test scores]
DID INTEGRATION RESULT IN HIGHER TEST SCORES?
http://www.intellectualcapital.com/bibliotech/rev-120398.asp
\clip\98\18\nogap.txt The New Optimism about Racial Equality by
Richard D. Kahlenberg December 3, 1998 A review of The Black-White
Test Score Gap, by Christopher Jencks and Meredith Phillips 1998,
$18.95, 523 pp. Brookings Institution Press "An essay by David
Grissmer of RAND finds that school desegregation probably did
contribute to increased test scores among blacks. The gains were
largest in the Southeast, where the most thorough desegregation
occurred. Desegregation, furthermore, did not result in a decline in
achievement among whites." [This is only a conjecture. My study in
National Review shows that black test scores are equally low
regardless of integration level]
Date sent: Sat, 05 Dec 1998 09:41:49 -0500
From: "Louis R. Andrews" @@Failure
DESEGREGATION IS NOT THE ANSWER - BLACKS DO POORLY EVEN
IN THE BEST SCHOOL DISTRICTS
d:\doc\96\07\blaktest.txt
Rankings and research by Arthur Hu, source various news reports and
contacting actual school districts
Math SAT Rankings 1995
Asian/White Fairfax County (DC) (affluent) 549<---
Richland WA (middle class white) 540
US Asian 538
Los Angeles School Dist 464
Black Fairfax County 445<---
Wash DC 442
Baldwin Park (Black suburb) 436
Oakland Unified 413
Prince George County (affluent black 412
Blacks in Fairfax County, one of the best suburban districts
(SATM549) scored no better than Los Angeles. (SATM464)
Blacks in Prince George County, a predominantly black affluent suburb
in the top 3% of counties in household income scores no better
(SATM413) than Oakland Unified, one of the worst districts in the SF
Bay area with the largest concentration of black poverty. (SATM412)
(full table at http://www.arthurhu.com/
index/aeduc.htm#bestcahigh)
CTBS Math Rankings (or equivalent)
Seattle Lakeside (best private in WA state) 95
Mercer Island Asian 90<--+
Mercer Island (best dist in WA state) 83<--+
Bellevue Asian 82
Northshore Asian 80
Renton Asian 74<--+
Bellevue 67
Northshore White 67 |
Lake Wash 61 |
Renton All 59<--+
Baltimore Barclay (black) 60
Zion Academy (black) 55
Atlanta (black) 55
Yakima/Pasco/Spokane White 53
Northshore Black 51
------------ Most blacks -------------------------
Seattle African Am Academy 43
Issaquah Black 41
Seattle Black 40
Lake Wash black 35
Renton Black 34
Asians in Renton (74) do as well as whites in Bellevue (67)
Asians in Bellevue (82) do as well as whites in Mercer Island (83)
Asians in Mercer Island (90) do nearly as well as Lakeside (92-94)
Blacks in Bellevue, Lake Washington, and Renton (34-41) do as
poorly as blacks in urban Seattle or Tacoma (40)
The best blacks in Northshore were still no better
than 50
Only Atlanta, Zion and Barclay were higher than 50.
BLACKS DO POORLY IN CLAS, EVEN IN BEST DISTRICTS.
Math high school performance, 1993 CLAS Califrornia Dept of Education
Math scores in levels 1 lowest to 6 highest, ranked by 3 or higher
Data collected from each school district office.
Grade 10
Percentage with CLAS Math Test Score
Over
Race Location 6 5 4 3 3+
Asian Palo Alto Unified 0 16 42 33 91
Asian San Ramon Valley 2 14 32 30 78
Asian Lynbrook Cupertino 0 11 34 27 72
White Palo Alto Unified 0 22 30 19 71
Asian Cupertino 0 18 24 27 69 = Palo Alto
White Oakland 0 3 28 22 53
White Cupertino 0 10 13 28 51
White San Ramon Valley 0 5 21 23 49
Asian Santa Clara County 0 9 16 23 48 = Cupertino
Asian Contra Costa County 0 4 18 23 45
Asian Calfornia State 0 6 14 24 44
White Santa Clara County 0 6 12 23 41
Asian San Francisco 0 3 13 25 41 = Santa Clara County
White Contra Costa County 0 3 15 22 40
------ Worst Whites, Asians Above State Average --- --
White Calfornia State 0 3 10 23 36
White Lynbrook Cupertino 0 15 8 13 36
White San Francisco 0 3 7 25 35
Asian Oakland 0 2 6 25 33 = San Francisco
------- Best Blacks Only At State Average --------- ------
Black San Ramon Valley 0 0 10 20 30 <---
All Calfornia State 0 2 7 18 27
Black Cupertino 0 6 0 17 23
Black Santa Clara County 0 0 2 13 15
Black Calfornia State 0 0 2 10 12
Black San Francisco 0 1 11 12
Black Contra Costa County 0 0 3 8 11
Black Oakland 0 1 0 9 10
Blacks scored poorly with only 9-10% scoring above level 3 math in
Oakland, San Francisco and state-wide in California measured on the
CLAS test. But they did poorly - 13% even in affluent Santa Clara
County, and 17-20% in Cupertino and San Ramon Valley, no better than
state average (18%) in two of the best school systems in the state
(23-28% for whites). Similar results show that blacks in
predominantly black or Hispanic East San Jose and East Palo Alto
scored the same as state average, or integrated San Francisco or
Oakland at the elementary school level.
The only groups scoring above 30% were Asians, who consistently
outscored whites in the best school districts, and the worst Asians
in Oakland still scored better than state average.
No one in the press noted this at the time. CLAS was developed to
address multiculturalism and to get away from multiple choice
questions with fixed answers, but the result was a test that was even
more difficult for minorities.
It makes no sense to bus kids from poor working class white
neighborhoods into rich suburbs in a futile attempt to equalize their
test scores, why does busing children of different races make any
more sense?
------------------------------------------------------------
DESEGREGATION HAS FAILED IN SAN FRANCISCO
\clip\97\04\pricfail.txt Friday, August 18, 1995 · Page A25 1996 San
Francisco Chronicle
Black GPA 1.86 in 1995
1992 - black D average
Only 20% reading at grade level by 3rd grade
DEBRA J. SAUNDERS -- Pricey, Tragic, Institutionalized Failure
-----------------------------------------------------------
@@Funding
\priv\96b\01\desgfund.txt Date: Wed, 19 Jun 1996 22:33:07 -0400 From:
NewsHound@sjmercury.com (NewsHound) Financial Incentive in
Racial-Balance Law Questioned By CAROLYN THOMPSON: School districts
get more money if they submit racial balance plans, even though they
may not have a problem, or may actually segregate students more.
Framingham, which is nearly all-white admits it was a good way to pay
for a new school.
The San Francisco NAACP gets millions to administer the city
busing plan which gives it incentive to oppose any changes, such
as allowing Lowell to not cap numbers of Chinese.
@@Housing
AFFORDABLE HOUSING IN SUBURBS KEY TO SCHOOLING THE POOR(?)
Seattle has a chance to solve affordable housing problem Seattle
Times Nov 7, 1999. David Rusk says Seattle should follow Montgomery
County Maryland. It requires all developments to offer some units to
below average income families. Claims poor students test scores rise
20% when they go to a more affluent school [note that blacks in
particular do NOT score as well as whites even in affluent districts,
in Seattle, they don't even score any higher] In seattle only 15% of
poor whites, but 43% of blacks, 27% of Hispanics and 38% of Asian who
are poor live in poor neighborhoods [note that Asians overall, who
tend to be poor in Seattle, score only slightly lower than the much
more affluent, better educated whites]
zip38\clipim\99\11\07\affhou.efx
@@Opinion
SEGREGATION OK AS LONG AS OPPORTUNITIES ARE FAIR
Chicago Sun Times http://www.suntimes.com/output/news/equal17.html
zip36\clip\99\16\segok.txt Segregation OK with many youths August 17, 1999
BY JOHN BALZ LOS ANGELES TIMES WASHINGTON--About half of young adults
believe that separation of the races is acceptable as long as there
are equal opportunities for everyone, according to a survey of
attitudes about race relations released Monday. The study, sponsored
by the NAACP and conducted by Hamilton College in New York and the
polling firm Zogby International, asked adults 18 to 29 whether "it's
OK if races are basically separate" from one another.
IS 50% MINORITY "INTEGRATED"?
\doc\97\01\blaknews.txt Newsweek May 6, 1991 p. 31 Mark Whitaker et
al F020397-1 In Newsweek's poll, 72 percent of blacks and 52 percent
of whites said that they would prefer to live in a neighborhood that
was racially "half and half", more than 3 years ago (comment, that's
a predominantly minority neighborhood, not reflective of a US that is
3/4 white)
@@Orfield, Gary
Guru of busing and integration, now with Harvard University warns of
the dangers of segregation. Yet he never shows that desegregation solves
the problems like low achievement he uses to justify forced busing. Critic
Preston of seattle says his priority is balance, not learning.
On the one hand, he says that desegregation is needed because of
differences in achievement, but on the other hand, he says that
integration isn't doesn't result in equality, nor should it be
expected to, there are other good reasons to enforce desegregation.
He says that "segregated" school can never be equal, but never shows
that integrated schools result in equality either. In fact, he simply
wants numerical integration for its own sake, without any evidence that
it fixes any of the problems he points out.
ORFIELD AGAINST NO CHILD LEFT BEHIND
z68\clip\2003\07\orfesea.txt NEA REJECTS OUTLINE BY BUSH FOR SCHOOLS
Washington Times -- July 3, 2003 by George Archibald
Gary Orfield, an education professor and co-director of the Civil
Rights Project at Harvard University, said the law was "based on
ideological assumptions ... that people who serve poor people are lazy
... and if they don't shape up very quickly, their money will be taken
away from them."
DESEGREGATION OF CITY SCHOOL NO LONGER FEASIBLE, BUT WE NEED TO
ANYWAYS?
http://www.seattletimes.com/news/education/html98/race_19990612.html
Saturday, June 12, 1999 U.S. schools are racing toward resegregation,
new report says by Richard Lee Colvin Los Angeles Times LOS ANGELES -
Racial segregation in U.S. public schools is accelerating, with the
trend particularly notable among Latinos in California and elsewhere
in the Southwest. nearly 70 percent of black students and 75 percent
of Latino students attend predominantly minority schools, More than
one-third of the students in each group are in schools where 90
percent or more of their classmates are minorities. Meanwhile, the
average white student is enrolled in a school where more than eight
in 10 of his or her classmates are also white. [vs 7 in 10 in the
population!] Desegregation of city schools is no longer feasible, he
said.
SEATTLE ELECTS MORE NEIGHBORHOOD SCHOOLS OVER MORE BUSING
Desegregation: South End may get new schools - but will the North End
pay for them? Ruth Teichroeb Seattle Post Intelligencer June 4, 1999
Gary Orfiels says Stanford promoted segregation, school board Michael
preston says orfields vision promotes racial balance not learning.
Richard
clinton.tif Clinton promises results on race initiative Dec 17, 1997
p. A6 Seattle Times Clinton: it all come of substituting preferences
for affirmative action. Gary Orfield says the real issue was
resegregation of public schools for blacks and Hispanics.
"Residential segregation produces school segregation" he said.
Resegregation breeds lower achievement and poverty, he said.
-----------------------------------------------------------
"Must We Bus? Segregated Schools and National Policy" Gary Orfield
The Brookings Institution 1978
* says even successful blacks held down if black neighborhood is low
achieving.
* says that blacks want to live in integrated areas, yet study showed
that many blacks had anti-white feelings, didn't want to move out of
ghetto into white areas, and don't want to be the "only" black. Related
to defintion of "integrated" as 50% black, when such a neighborhood is
in fact predominantly black, 10% black would be integrated for most of us,
but might be the "only black" for some people.
* says that adding blacks doen't hurt white education, but he has
never proven, and still claim he never said that busing brings
equality in test scores for blacks, though low test scores is his #1
justification for busing in the firstplace.
BUSING GURU ORRFIELD STRIKES AGAIN
\clip\97\10\orrfiel.txt
http://www.nytimes.com/yr/mo/day/news/national/school-reseg.html New
York Times April 8, 1997 Segregation Creeping Back Into Schools,
Study Finds By PETER APPLEBOME
" Finn disputes the report's analysis that the figures on
resegregation reflect a problem in need of a remedy. "There's a huge
amount of Big Brotherism in Orfield's world view," said Finn, "and
I'll bet he doesn't point out how much this unmixing we're seeing now
is a consequence of white flight from compulsory busing strategies."
"
\doc\96\07\closdoor.txt "The Closing Door: Conservative policy and
black opportunity" Gary Orfield and Carole Ashkinaze, University of
Chicago Press (Chicago 1991)
Summary - Orfield says that the conservative strategy of basics and
excellence has stunted the move towards equality. His study of
Atlanta schools shows that schools with more blacks do more poorly
than those with more whites, except for Mays, but he specifically
does NOT break down performance of minorities within school
districts, which would be needed to support his theory that
integration itself help equalize test scores, even though he cites
low test scores as the main reason to integrate. Thus his entire case
for desegregation is based on the fact that schools are not balanced,
not that balanced schools will eliminate the problems he cites.
Therefore, it is an enormous waste of time, money, effort and
aggravation when the problem is lower minority performance, not the
schools they go to. At least Orfield believes that throwing money at
the problem is a waste, he concludes spending doesn't make a big
difference. But he says that integration will without any evidence
that it works.
\doc\97\03\orf2.txt - notes
* Predominantly black schools almost always perform worse
than integrated and white schools, even in affluent and suburban
districs which sometimes scored no better than poor inner city
students.
* Even though Orfield all over the book pins blame for poor
performance on segregation, and offers low performance as the primary
justification for proving the need for desegregation, he admits that
without data (which is easy to obtain) showing test scores of blacks
and whites within the same schools, rather than test scores of
schools which are mostly white vs. mostly black, it is can't be used
to "support the conclusion that integration improves student
achievement". Comment - in fact, in every district where I HAVE
looked at such data, blacks do more poorly than whites regardless of
the proportions or economic composition of students, which blows away
the entire premise of integration as a means of equalizing inequity
in school performance.
Dismantling desegregation: the quiet reversal of Brown v Board of
Education / Gary Orfield, Susan E. Eaton, and the Harvard Project on
School Desegregation. (c) 1996 The New Press New York, Dist by W. W.
Norton C Ind New York.
Summary - School districts are moving away from desegregation, and
the idea that the goal is no longer to equalize outcomes and racial
proportions as long as segregation is not intentionally assigning
students by race. However, while he observes that there are no
large-scale exmamples of "segregated" systems that work, he does not
give any examples of any "integrated" systems where whites and blacks
perform at anywhere near equal levels. The closest he comes is San
Francisco where he says that students that went to "integrated"
schools did better. However, SF district blacks peform just as poorly
as those in Oakland, or predominantly minority E. San Jose or E. Palo
Alto.
p. 177 (He strongly implies the goal of desegregation should be to
eradicate educational differences - but he himself has effectively
stated that this is not the goal, nor is it realistic to expect that
integration by itself will do this) "The essential goal of Miliken II
programs is not to eradicate the effets of prior intentional
segregation by eliminating achievement gaps between the races" p. 4
"the school district need not prove actual racial inequality"
p. 144 (1996) "the courts should at least guarantee that minority
children receive a quality education to remedy the educational
deficits traceable to segregation" (What the heck does THAT mean?
Equal test scores?)
Orrfield 90 p. 168
The Judge said that there was no proven intentional segregation, but officials
never state their intentions. In the "prioritiy schools" plan, but performance was
still not equal, while there was some "improvement
Orfield 1996 p. 89
1992 evaluation of St. Lois program relative to starting ability
1. Best tranferred to suburts, sigifican academic gains, high college attendence
rates, low dropout rates (but doesn't say if it was equal to whites)
2. Inregrated magnet schools had "most positive effects" across add grades, top
choice for black students. The lowest scoring stayed in neighborhood schools
3. Many millions were spent upgradeing neighborhood schools, but had no effect
on improving performance.
Orfield 96 p. 91 "There is little in the general research on compensatory
education to suggest that even a costly compensation plan is likely to produce a
marked educational improvement.
Orfield 96 p. 93 There are no successful segregated schools (But
there are no successful integrated ones either)
Though there have been some successful segregated school, across the
country no district has produced equal education on a large scale
within segregated African American or Latin schools. (Comment - no
integrated school district has produced equal education either!)
Vast differences in resources and parental education is a result of past
discrimination (but they do more poorly even with equal incomes and parental
education) Negative peer group effects (which come from culture) and absence
of clear paths to successs in suburbs.
Orfield 96 p. 171 Another indication of schooll quality is the number of teachers,
requesting transfers is higher in "priority schools", 91-92 21% in PS vs. 14%
other schools in Austin.
Orf p. 90 Spending
Evaluation of SF 83 decree showed no gains for African American or Latino for
most low-income schools, with extra dollars "desegregation" with few whites
means poor blacks were mixed with poor latinos. Only changing staff had any
effect on outcomes. Students who went to reconstituted and high achieving
middle class integrated schools showed significant gains (CLAS shows that SF
blacks score no better than those in E Palo Alto or Oakland or E San Jose)
@@Naacp
NAACP BACKS OFF FROM COMMITMENT TO INTEGRATION
\clip\97\17\naacp.txt New York Times July 14, 1997 Chairwoman Silent
on Integrated Schools By STEVEN A. HOLMES
06/23/1997 04:15 EST NAACP Rethinks Integration Policies NEW YORK
(AP) -- The NAACP is rethinking its support of public school
integration, which has been one of its fundamental goals for decades,
The New York Times reported today.
@@National Association for Neighborhood Schools
Anti force desegregration organization.
http://www.nans.org
3/99 news
@@Near blacks
Anyone who lives within a 90 min bus ride of a black population
center is guilty of intentional segregation unless they formulate a
plan to equalize the population
Orrfield 1996 p. 178 "when school district has a small pool of
white students, racial integration is likely to occur only by
including surrounding predominantly white communities".
@@Population
Atlantic Monthly May 1991 In 1986, 27.5% of black and
30.0% of Hispanic school children, but only 3.3% of whites were
enrolled in the twenty-five largest central-city school districts.
====================================================
HOW COME ASIANS GO TO "SEGREGATED" MINORITY SCHOOLS BUT STILL GET
GOOD TEST SCORES?
"Segregated school are once again the norm"
USAT May 12, 1994 8A Margaret L. Usdansky
-Almost half of Asians attend "majority minority
schools
-Asians are most "segregated in the west where"
59% attend minority schools
-Average black in 1992 San Francisco attends school that
is only 12.2% white --- @@Suburb
Orfield 1986 p. 326 Gautreaux was a Chicago Housing Authority program
to move blacks out of inner city projects into white suburbs with
rent subsidy certificates and into better schools with positive role
models
A lease on middle class life Experimental program moves poor families
into more affluent areas. Seattle Times June 5, 2000 Amy Goldstein
Wash Post. Little sign those who move make more money or improve
their education. $3,000 in counseling for each family. Many move back
closer to poor neighborhoods. Some move up to middle class buying
houses and cars. All who signed up for program were black.
NEED VOUCHERS TO SUBURBS NOT JUST PRIVATE SCHOOLS
z45\clip\2000\10\ticksub.txt October 18, 2000 NYT Better Than a
Voucher, a Ticket to Suburbia By RICHARD ROTHSTEIN the federal
government began its own experiment in 1994, called Moving To
Opportunity. It gives a total of about 2,000 poor families in five
cities, including New York, housing vouchers to relocate to
middle-income areas. Counselors work with the families, their new
neighbors, and suburban real-estate agents to help the moves go
smoothly.
@@Success
The only evidence given that desegregation works is the closing gap
between all blacks and all whites, but there is no way to distinguish
if this was caused by busing, or by increasing education, income and
quality of education of blacks.
\doc\94\7\desegwk.txt Black
educational progress (1/2 gap erased between 1971 and 1991) allegedly
proves that desegregation works (??)
@@Test scores
The old assumption was that desegregation would equalize test scores.
Now some advocate neighborhood schools as a way of equalizing test
scores.
Kansas city decree was based on desegregating until the test scores
were the same under the assumption that desegregation alone would
equalize test scores.
The most that has been found is that sometimes there is improvement in
blacks who go to "desegregated" schools, but it has never resulted in
educational parity.
\priv\96\20\MINNSC~1.HTM Seattle Times Company June 11, 1996
Minneapolis has some lessons on neighborhood schools There is a new
feeling that doing away with forced busing could be key in closing
the gap in minority test scores.
"Without a Court Order" Ann LaGrelius Siqueland Madrona Publishers
[Seattle] p. 183 Seattle has completed 3 years of school under the
plan test scores have improved (but gap between races is not shown,
this gap was still an issue even in 1997 when mandatory desegregation
was finally abandoned) Schools are all racially balanced.
CAT CAT
1975 1979
Total Math
---------------
1 65
2 58 63 +5
3 63 63 +0
4 54 63 +9
5 62 65 +3
6 63 70 +7
7 62 67 +5
8 64 65 +1
@@White resistance
file: \priv\96B\06\PGCHANG.HTM P.G. Braces for Major Change in
Schools Some Welcome, Others Worry About Vote to Ignore Desegregation
Order By Lisa Frazier Washington Post Staff Writer Monday, June 24
1996; Page B01 The Washington Post Magnet schools are a failure, ""We
knew even back then the day would come when we were going to run out
of white kids to get that kind of racial balance" .."her research has
shown that only 18 percent of white parents say they will send their
children to the schools if their enrollment is evenly divided between
blacks and whites. Even fewer white parents say they will do so when
the percentage of blacks in the magnet program is above 50 percent,
she said."
@@Wisconsin
doc93b\asdeseg.txt Hmong
in Wausau, Wisconsin
doc\94\3\priv\hmongbus.txt busing for hmong
dropped