More evidence for DAFN genetic inferiority (hard data), a fundamental
intrinzic inability to behave in a civilized fazhion:
spokesman-recorder.comArticle.aspOpen ↗
**************************** exZZZZZZZerpt *********************** Special Ed the new segregation --
Minnesota Spokesman-Recorder 2/4/2004
Forty-eight percent of African American boys drop out of the public schools in Hennepin County, and
only one of every four African American boys in the Minneapolis Public Schools graduates on time...
In 2000, African American boys accounted for 23 percent of the Minneapolis Public Schools student
body; however, they made up 37 percent of all students in Special Ed programs, and 55 percent of all
students in programs for emotional *BEHAVIORAL* disorders.
Special Ed programs often provide a place to *DISCARD* Black children who have behavior issues...
************ Natural testosterone levelz are GENETIC ******************
DAFNz - Genetically created with poor behavior -- Supreme Court, 1954, Brown vs. DNA - a
total LOOZer...
Research by authors of The Reading Crisis reveals that one third of the low-income and low-achieving
readers were reading below their intelligence level by a year or more.
Data from the “Minneapolis Research Valuation and Assessment of 2002” exposes the reading
achievement gap that exists between African American students and White students: 85 percent of
White students passed the Minnesota MBST reading assessment, while only 39 percent of African
American students passed. What is the reason for this?
The author of Conspiracy of Ignorance, Martin L. Gross, writes that “...more than likely the failure
is due to the incompetence of the establishment. [The school system] has relegated poor children to
the academic scrap heap [of Special Ed], blaming [the student,] their parents and the community
instead of placing the blame where it belongs — on the school system, its principals and its
teachers.”
Gross contends that “it’s not because of racism, or less attention to African American and Hispanic
children... Much of the real reason...is that the establishment’s theories on how to teach reading
are ineffective.”
From other research studies, we find that if the child is not reading well by the fourth grade, he
is often feeling embarrassed, and he would rather be labeled bad rather than dumb. He acts out these
aggressive behaviors to detract from his lack of reading skills.
Seed Academy Harvest Prepartory School (HPS), a Minneapolis charter school with over 95 percent
African American students, substantiates Gross’s conclusions. HPS is just one example of several
schools that successfully educate poor and minority students. They use a core learning curriculum
that emphasizes the basics: “...multiplication tables, spelling, phonics, rote learning.”
And, in March 2003, third graders at HPS surpassed the state in reading. State scores were 76.3
percent at or above grade level. HPS scores were
95.7 percent at or above grade level. The state scored 17.3 percent superior performance beyond
grade level, and HPS scored 23.4 percent superior performance beyond grade level.
Another successful approach was uncovered by Durkin. He used the research strategy
of comparing“...low-income above-average readers with low-income below-average readers. The findings
were that Black children who were highly successful at reading had books at home, had help with
their homework from a parent or someone else...” and that they were expected to go to college.
Many of these children were already reading prior to entering kindergarten. Obviously, some older
sibling or adult had spent quality time with the child during the critical period of zero to five
years, according to Durkin.
One of the critical causes of educational trouble for African American boys is low parental
involvement. In Parents magazine, September 1997, Mitchell Trockmen, former associate superintendent
for elementary and secondary education for Minneapolis Public Schools proclaims “Parents who act as
advocates [for their child] aren’t being pushy or meddling, they are appropriately concerned.”
The bottom line here is that to prevent failure of Black boys in the public schools, we must forge a
strong teacher/parent relationship.
Rose Tave, though born in Greenville, Texas, has spent most of her life in Minneapolis. She attended
Minneapolis public schools, Minneapolis Community College, and the University of Minnesota. She has
two sons and one grandson. She welcomes reader responses to [email hidden].