getting fired for saying "all lives matter"

[detbuch]

Originally Posted by Pete F.

Instead of playing your school choice game, let's really desegregate education.

Because despite the Supreme Court’s 1954 Brown versus Board of Education decision to desegregate schools “with all deliberate speed,” too many classrooms are still segregated.

School districts made significant progress toward desegregation after the Civil Rights Act of 1964, but the trend has shifted back toward race-based school segregation. Following court decisions in the late 1960s and 1970s that required Department of Education officials to oversee implementation of desegregation plans, the rate of black students attending majority-white schools increased dramatically from 1 percent in 1963 to 43 percent in 1983. After federal oversight phased out and schools were left to make “good faith efforts” to maintain integration, significant backsliding followed. In 2012, 74 percent of black students and 80 percent of Latino students attended schools that were 50 to 100 percent minority; and of these, more than 40 percent of black and Latino students attended schools that were 90 to 100 percent minority.

This re-segregation trend often concentrates minorities in schools with fewer resources that face challenges attracting and retaining quality teachers. A mounting body of evidence indicates that school segregation has negative impacts on short-term academic achievement of minority students and their success in later life. Integrated schools have a positive impact on all students through promoting awareness and mutual understanding and ensuring that they have the necessary tools to function in an increasingly multicultural society. Not taking intentional steps to ensure that all students have the opportunity to attend quality, integrated schools perpetuates injustice, allowing the mistakes of the past to haunt the future.

THE EDUCATION OF MINORITY CHILDREN©
by Thomas Sowell

http://www.tsowell.com/speducat.html

[Pete F.]

Originally Posted by detbuch

THE EDUCATION OF MINORITY CHILDREN©
by Thomas Sowell

http://www.tsowell.com/speducat.html

As we all know, 1954 was the year of the famous racial desegregation case of Brown v. Board of Education. In order to comply with the law, without having a massive shift of students, the District's school officials decided to turn all public schools in Washington into neighborhood schools.
By this time, the neighborhood around Dunbar High School was rundown. This had not affected the school's academic standards, however, because black students from all over the city went to Dunbar, though very few of those who lived in its immediate vicinity did.
When Dunbar became a neighborhood school, the whole character of its student body changed radically-- and the character of its teaching staff changed very soon afterward. In the past, many Dunbar teachers had continued to teach for years after they were eligible for retirement because it was such a fulfilling experience. Now, as inadequately educated, inadequately motivated, and disruptive students flooded into the school, teachers began retiring, some as early as 55 years of age. Inside of a very few years, Dunbar became just another failing ghetto school, with all the problems that such schools have, all across the country. Eighty-five years of achievement simply vanished into thin air.

Where did the inadequately educated, inadequately motivated, and disruptive students suddenly appear from? Were they being educated prior to 1954?

[detbuch]

Originally Posted by Pete F.

As we all know, 1954 was the year of the famous racial desegregation case of Brown v. Board of Education. In order to comply with the law, without having a massive shift of students, the District's school officials decided to turn all public schools in Washington into neighborhood schools.
By this time, the neighborhood around Dunbar High School was rundown. This had not affected the school's academic standards, however, because black students from all over the city went to Dunbar, though very few of those who lived in its immediate vicinity did.
When Dunbar became a neighborhood school, the whole character of its student body changed radically-- and the character of its teaching staff changed very soon afterward. In the past, many Dunbar teachers had continued to teach for years after they were eligible for retirement because it was such a fulfilling experience. Now, as inadequately educated, inadequately motivated, and disruptive students flooded into the school, teachers began retiring, some as early as 55 years of age. Inside of a very few years, Dunbar became just another failing ghetto school, with all the problems that such schools have, all across the country. Eighty-five years of achievement simply vanished into thin air.

Where did the inadequately educated, inadequately motivated, and disruptive students suddenly appear from? Were they being educated prior to 1954?

Point is, integration was not necessary for success. Being an all black school was not a detriment. What mattered was the rigor and discipline of the students, the solid curricula taught by teachers dedicated to the success of their students, and the high standards set by the principals.

Nor was being from the "middle class" necessary. Most of the students came from below the middle class.

[Pete F.]

Originally Posted by Pete F.

As we all know, 1954 was the year of the famous racial desegregation case of Brown v. Board of Education. In order to comply with the law, without having a massive shift of students, the District's school officials decided to turn all public schools in Washington into neighborhood schools.
By this time, the neighborhood around Dunbar High School was rundown. This had not affected the school's academic standards, however, because black students from all over the city went to Dunbar, though very few of those who lived in its immediate vicinity did.
When Dunbar became a neighborhood school, the whole character of its student body changed radically-- and the character of its teaching staff changed very soon afterward. In the past, many Dunbar teachers had continued to teach for years after they were eligible for retirement because it was such a fulfilling experience. Now, as inadequately educated, inadequately motivated, and disruptive students flooded into the school, teachers began retiring, some as early as 55 years of age. Inside of a very few years, Dunbar became just another failing ghetto school, with all the problems that such schools have, all across the country. Eighty-five years of achievement simply vanished into thin air.

Where did the inadequately educated, inadequately motivated, and disruptive students suddenly appear from? Were they being educated prior to 1954?

Originally Posted by detbuch

Point is, integration was not necessary for success. Being an all black school was not a detriment. What mattered was the rigor and discipline of the students, the solid curricula taught by teachers dedicated to the success of their students, and the high standards set by the principals.

Nor was being from the "middle class" necessary. Most of the students came from below the middle class.

No, that's Sowell's claim of why Dunbar was a success in spite of being all black.
But then he specifically points to the entrance of inadequately educated, inadequately motivated, and disruptive students from the surrounding all black neighborhood as the reason for the change at Dunbar.

Where did the inadequately educated, inadequately motivated, and disruptive students suddenly appear from? Were they being educated prior to 1954?