Under misguided diversity pressures, colleges recruit many black students who are academically ill equipped. Very often, these students become quickly disillusioned, embarrassed and flunk out, or they’re steered into curricula that have little or no academic content, or professors practice affirmative-action grading. In any case, the 12 years of poor academic preparation is not repaired in four or five years of college. This is seen by the huge performance gap between blacks and whites on exams for graduate school admittance such as the GRE, MCAT and LSAT.
Is poor academic performance among blacks something immutable or pre-ordained? There is no evidence for such a claim. Let’s sample some evidence from earlier periods. In “Assumptions Versus History in Ethnic Education,” in Teachers College Record (1981), Dr. Thomas Sowell reports on academic achievement in some of New York city’s public schools. He compares test scores for sixth graders in Harlem schools with those in the predominantly white Lower East Side for April 1941 and December 1941.
In paragraph and word meaning, Harlem students, compared to Lower East Side students, scored equally or higher. In 1947 and 1951, Harlem third-graders in paragraph and word meaning, and arithmetic reasoning and computation scored about the same as — and in some cases, slightly higher, and in others, slightly lower than — their white Lower East Side counterparts.
Going back to an earlier era, Washington, D.C.’s Dunbar High School’s black students scored higher in citywide tests than any of the city’s white schools. In fact, from its founding in 1870 to 1955, most of Dunbar’s graduates went off to college.
Let’s return to the tale of the youngster at the Midwestern college. Recruiting this youngster to be a failure is cruel, psychologically damaging and an embarrassment for his family. But the campus hustlers might come to the aid of the student by convincing him that his academic failure is a result of white racism and Eurocentric values.
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