Unpopular ‘No Child’ Leaving Plenty of Students Behind

Corey Mitchell, Star Tribune (Minneapolis), August 28, 2011

Nearly a decade after Congress enacted the No Child Left Behind Act, a sweeping mandate to ramp up standards and accountability in the nation’s public schools, more than a third of black, Latino and Native American students in Minneapolis public schools don’t graduate, records show.

On state test scores, the district hasn’t budged the needle on No Child Left Behind’s central goals, which target the achievement gap that separates white and nonwhite students and disadvantaged children and their more affluent peers.

In fact, the chasm on state test scores has widened as Minneapolis’ white students continue to outperform their peers around the state. The district’s non-white students have made gains, too, but not enough to keep up.

Facing mounting sanctions under the federal law, Minneapolis and other districts across Minnesota support Gov. Mark Dayton’s request, made earlier this month, for a waiver that would allow hundreds of schools to avoid penalties for not meeting the law’s ever-higher targets.

It’s part of a national revolt against a law that forced schools to focus on measurable results, yet ultimately came to be viewed as punishing educators for not doing the impossible.

“No Child Left Behind was intended to be the cure for the achievement gap,” said Kent Pekel, director of the University of Minnesota’s College Readiness Consortium. “It has turned out to be the diagnosis.”

The diagnosis in Minneapolis has school Superintendent Bernadeia Johnson backing off a goal she set four years ago, as the district’s chief academic officer: to slash the achievement gap between white students and those of color by 75 percent by 2012.

{snip}

As a union leader and teacher, Panning-Miller witnessed time and resources sucked from his high school social studies classroom, along with the science and fine arts courses of his colleagues, as the district doled out more than $18 million to outside agencies for tutoring services and devoting more money to add math and literacy coaches in schools an effort to boost test scores.

The strategy has yet to produce results on test scores, especially in reading for Asian and Latino students, where the achievement gaps on the Minnesota Comprehensive Assessment II exam more than doubled between 2003 and 2010.

{snip}

“We just can’t celebrate our white students knocking the socks off these tests when our students of color aren’t making the same gains,” said Dave Heistad, executive director of research, evaluation and assessment for the Minneapolis schools.

{snip}

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  • Follow The Light

    “We just can’t celebrate our white students knocking the socks off these tests when our students of color aren’t making the same gains,”

    Yes, we can! Whoo hoo!

    When, oh when will people in power admit it? Do you think they do in private? On second thought- if they do admit it in private and do the “Woe is them” routine publically, they really are traitors (or useful idiots at best)

  • Question Diversity

    In spite of some of what is said in the body of this article, I think the headline is wrong — It’s not that NCLB is “leaving children behind,” it’s preventing many white students from getting ahead. Massive school district time and resources must be devoted to less intelligent non-whites, resources which are diverted away from higher IQ whites and various gifted/talented programs. Too, the actual classroom material is dumbed down so that as many minorities as possible can pass, to keep the race stats as equal as possible.

  • Former Public Schoolteacher

    Oh yeah? And why CAN’T you celebrate your white students’ achievement? It has NOTHING to do with the “students of color”‘s LACK of achievement. Quit punishing white and Asian students for doing well – in so doing you are BLAMING them for the failure of the black and Hispanic kids. This is not a collective thing – it’s an INDIVIDUAL thing, and until public educators GET that, the American public school system will continue to degenerate. White and Asian parents, HOME SCHOOL your kids. Don’t waste their precious brains in a public school setting. Give your kids the gift of the best you have – it has proven over and over again to be far superior to public and even private schooling.

  • sbuffalonative

    No Child Left Behind failed because it was a program started by a white president.

    Race To the Top should succeed because it was a program enacted by a black president.

    In fact, the chasm on state test scores has widened as Minneapolis’ white students continue to outperform their peers around the state.

    The proposed solution will be to have no tests.

  • Stanford Brown

    To use an old Latin phrase: “Res Ipsa Loquitur.” The act speaks for itself….

  • Californian

    The entire No Child Left Behind program was misconceived from the get-go. You can not create national standards for a country like the USA which has on many different demographics and local educational needs. The program was one more attempt of the federal government to gain control of the education system. I need not comment that it does not take into account differences in IQ and a lot of other things throughout America.

    Logically, it would seem that local school boards would have a much better grasp of what their students need than a centralized bureaucracy in DC. An agricultural community might want to teach different things than an inner city system. But this is not about logic, its about bureaucratic power grabs and ideological assumptions.

    “We just can’t celebrate our white students knocking the socks off these tests when our students of color aren’t making the same gains,” said Dave Heistad…

    Heaven forfend that we ever celebrate anything that White people do!

  • Anonymous

    When is this nonsense going to stop, this constant wasting of money on low IQ students that can never achieve the same level of learning as Asians and whites? The time to replace administrators on the Holy Grail of closing the achievement gap is long overdue. They need to be replaced with fearless realists that admit there are racial intellectual differences that can never be changed with money. Those differences are coded in the genetic make-ups of a race. The present biggest challenge of mankind is to preserve those superior genes by not breeding with inferior genes. The present media and the schools are brainwashing the public to think that it is cool to breed with hispanics and blacks. And it is also stressing that there are no racial differences between the races.

  • Anonymous

    This law punishes the educators for not doing the impossible. This is a very honest piece of journalism and tells the truth. “White students knocking the socks off these tests” sums it up very well.

  • Anonymous

    When will the educrats realize – or maybe some already realize but can’t say publicly – what the basis of the gap is, i.e. IQ differences.

    Among the contortions the educrats do when grappling with this problem are: Urging compulsory race-balancing e.g. bussing, race-conscious school assignments, jiggering of district boundaries etc. Many educrats over the decades have postulated that the proximity of the NAMs to Whites will have a magical salutary effect. White accomplishment (and perhaps behavior) will rub off on the NAMs.

    On the other hand many educrats theorize that a major problem is the ‘lack of role models’ for the NAMs when too many teachers are White and therefore lack ‘cultural sensitivity’ needed to ‘reach’ the under-performing NAMs.

    Can you see how these 2 theories conflict? Sufficient White students will uplift the NAMs by osmosis but too many White teachers cause reverse osmosis, degrading the NAMs’ learning ability.

    Then still other educrats insist the solution is to segregate the NAMs so their self-esteem won’t be threatened by losing the academic competition to Whites (and Asians) in their classrooms.

    But why does no one ever seem to notice that Mexicans (for example) in Mexico 1) have teachers who are culturally compatible (other Mexicans) and yet the students don’t achieve like Europeans and 2) Mexicans in Mexican schools don’t have a lot of Whites and Asians in their classrooms impinging on the Mexicans’ self-esteem but the students don’t achieve like Europeans.

  • Oldwhitedevil

    “…As a union leader and teacher, Panning-Miller witnessed time and resources sucked from his high school social studies classroom, along with the science and fine arts courses of his colleagues, as the district doled out more than $18 million to outside agencies for tutoring services and devoting more money to add math and literacy coaches in schools an effort to boost test scores….”

    You know what this really means and what we are already hearing/witnessing? No Nation Left Behind. That’s us–the US. Other countries are already starting to outperform our so-called “diversified brightest and neglected whitest.” Since when do you burn the wheat and not the stubble? If you get my drift. That’s the road we’ve been going down. We are going to pay for this stupidity and insanity one way or another. I’m not saying the kids are stupid–they just don’t want to learn. And they are allowed to give up too easy and too soon. I’ll be honest, I learned little in public school, but later, I became a self-made educated man, at least to some degree. I had something to work with though–things I did learn in a reform school that never left me. I had a math teacher there who screamed in my face all the way from a 4.0 in math to 12+ in eight weeks and at the age of ten. But these who are treated special to the tee with no results will mostly likely never be able to improve themselves later on. It’s time to demolish the public school system, if only in my dreams.

  • patthemick

    I wonder if we simply shoved even more money into the schools could we raise the I.Q.’s of the poor blacks and hispanics? If not then we need to seperate students for self esteem.

  • Sureesh

    I can provide the one and only solution to reverse this white-minority achievement gap- MN needs some smart Chinese and Indian kids who do better than whites!

  • Cousin Charlie from TN

    This stuff is top-down management that causes tension for teachers, and accomplishes nothing. My sister is a long-time public school teacher & I regularly hear all about the ridiculousness.

  • olewhitelady

    And just what kind of “Asian” students are on a par with Latinos in reading? You can bet it’s not those of Chinese, Korean, and Japanese heritage. Something had to be said in the article, though, to make it sound like whites are somehow priveleged and thus make better grades.

  • Anonymous

    Oh, where to begin!

    #1 “It’s part of a national revolt against a law that forced schools to focus on measurable results, yet ultimately came to be viewed as punishing educators for not doing the impossible.”

    — Well, duh! You can’t take ‘students’ from broken families and who are 5+ grade levels behind (think 20 years old in grade 9) and turn them into little scholars!

    #2 “The diagnosis in Minneapolis has school Superintendent Bernadeia Johnson backing off a goal she set four years ago…”

    — Look at the name. Do you see the problem here?

    #3 “Four schools — Bethune Elementary, Hmong Academy, Wellstone International High for English language learners and Broadway High for pregnant and parenting teenage mothers — have already had their principals replaced.”

    — Look at the names of these schools. You can bring in superman and the student body will not improve. Last time I checked, Laotian Hmongs are not exactley from a powerhouse culture of literacy and learning. Pregnant and in high school? What can you realistically do?

    #4 “The district has all but abandoned that strategy, ignoring the goals of a 2009 referendum to lower class sizes, said Robert Panning-Miller, a Minneapolis Federation of Teachers executive board member…”

    — I am sorry, but any man with a hyphenated last name is a liberal panzy divorced from reality.

    #5 “The strategy has yet to produce results on test scores, especially in reading for Asian and Latino students, where the achievement gaps on the Minnesota Comprehensive Assessment II exam more than doubled…”

    — So no matter how much more money you spend, the results will be two times as bad!

    #6 “But bright spots exist. Almost all groups of students in Minneapolis, regardless of income or race, are earning diplomas at higher rates and taking more advanced classes while in high school…”

    — Can you say, “Grade inflation”? I know from personal experience over many years that ALL gains like this are from teachers giving inflated grades to save their jobs.

    #7 “We just can’t celebrate our white students knocking the socks off these tests when our students of color aren’t making the same gains,”

    — There is too much to say here.

    #4

  • Anonymous

    Aid for Africa has jumped the shark. No child left behind has jumped the shark. Consider this a notification. I no longer identify with even the smallest recognition of fellow citizenship to “our students of color.” So you could you please quit showing billboards of hopeful Black kids with toothy smiles and wide eyed Mestizo girls that need my help to buy schoolbooks and everything else in life.It`s not working any more and wasting your money and my valuable time…

  • E Pluribus Pluribus

    A letter in the Wall Street Journal — addressing hopes invested in the reform du jour, No Child Left Behind — explains our predicament, and what we must do to save our children:

    “No Child Left Behind is a valiant effort to rationalize the fundamentally irrational, centrally-planned system that is our public school monolith. Like the Soviets, we can . . . tweak and adjust ‘proficiency standards’ and ‘adequate yearly progress’ forever to get the NCLB’s heart ticking smoothly. None of it will matter. The system is flawed and . . . will wind up on the ash heap of history . . . only fundamental reform that establishes a market-based system using educational vouchers to allocate resources through consumer choice will work. (Karl Borden, Professor of Finance, University of Nebraska, April 22, 2005)

    =======

    COMMENT: The risks, of course, with “educational vouchers” will be in the “strings” attached. But an earlier voucher program, the “GI Bill,” suggests those strings can be minimal with vigilance.

  • Retired Cop

    As a life long citizen of Minnesota I would like to make some points:

    1. The number one ethnic background of Minnesotans is German, not Scandinavian as many people think. Scandinavians are number two.

    2. The Minnesota welfare system was originally designed as a temporary bridge for these people who had a strong work ethic.

    3. Minorities come to Minnesota to suck off the labors of the whites. We have more Somalis than any other state. We have more Hmong (mountain people from Laos) than any other state. We have had blacks flood our public housing from Chicago, St. Louis, Gary, and other cities.

    4. When I worked welfare fraud, the welfare department gave me the cases I was assigned. You know I got every white case they could find. Still two thirds of the cases I worked were minorities even though they are a small percentage of the population. Not only did they come here to suck up welfare benefits but to fraud us on top of that.

    5. These people are ignorant of history. Some day the descendants of the Germanic Celts and the Scandinavian Vikings will have had enough of these people. Until that time, no amount of money will make them ‘equal’ in their test scores.

  • John Engelman

    By providing fresh evidence in favor of “The Bell Curve,” No Child Left Behind has achieved something. The cost of that achievement has been high. As another government spending program that does not work, NCLB reduces confidence government programs that do work. This makes it more difficult for the government to deal with the persistence of high unemployment.

    In addition, NCLB makes public school teachers even less willing than before to teach in inner city schools. It expects teachers in those schools to get the same results they could with upper middle class kids trying to get into the college of their choice. It punishes them when they fail.

    When introducing NCLB President Bush talked about “the soft bigotry of low expectations.”

    Sometimes low expectations are realistic. In “The Inequality Taboo,” Charles Murray wrote, “specific policies based on premises that conflict with scientific truths about human beings tend not to work. Often they do harm.”

  • Mark

    1 — Oldwhitedevil wrote at 3:54 AM on August 30:

    “I’m not saying the kids are stupid—they just don’t want to learn. And they are allowed to give up too easy and too soon.”

    I tried to teach 8th grade Algebra last year. I was lucky to get 10 minutes of real instruction time per period due to disruptions from the students, and kids today won’t do homework as it cuts down on their “chill” time. The result is that they are working at a third or fourth grade level when they take the end of year NCLB tests. Im my school, 31% of the students tested at grade level in math last year, and it has to be up to 100% by 2014. Good luck with that.

  • The Bobster

    On state test scores, the district hasn’t budged the needle on No Child Left Behind’s central goals, which target the achievement gap that separates white and nonwhite students and disadvantaged children and their more affluent peers.

    ____________

    So we’ve finally located a school system where the teachers and minority students haven’t engaged in massive cheating.

  • Anonymous

    2 — Retired Cop wrote at 7:52 AM on August 30:

    5. These people are ignorant of history. Some day the descendants of the Germanic Celts and the Scandinavian Vikings will have had enough of these people. Until that time, no amount of money will make them ‘equal’ in their test scores.

    ===============================================================

    The descendants of today are too weak and scared to do anything about the nonwhites in our country. They are bleeding heart, brain dead, White traitors.

    What a sad excuse, we Whites, have become and our ancestors who had courage and LOVED their own race would fight to the death to save and protect their own people. Our Anglo history has been wiped out forever, it seems. Our young have no clue by design.

  • deadindenver

    The testing behind no child left behind has created a the world’s largest super tanker of evidence that dispite the extra resources provided to the laggers, they never catch up. It shows the power of those teachers pensions, as no teacher or administator, at least in public anyway, is having a Dr. James Watson moment.

  • Anonymous

    The liberal and minority response will be to deflect the blame and take no responsibility.

  • Anonymous

    @2 – You are so right. “No child gets ahead” is a more tangible influence than “no child left behind”. Kids get ahead DESPITE the policy, not BECAUSE of it.

  • Tim Mc Hugh

    “Since when do you burn the wheat and not the stubble?!”-OldWhiteDevil

    Answer: Since we started picking up the silver and leaving the gold…

  • Boondoggler

    “The worst form of inequality is to try to make unequal things equal.” — Aristotle

  • Fer de Lance

    @ Sureesh:

    I can provide the one and only solution to reverse this white-minority achievement gap- MN needs some smart Chinese and Indian kids who do better than whites!

    No they don’t. You are a racist E. Indian supremacist and pro-white genocidist.

    You have a lot of nerve coming into a white homeland and onto a pro-white site to tell us whites we need more of your co-racists crowding us out of our living spaces, our schools, our society and our culture.

    We whites do not want to be race-replaced by Asians or miscegenate with you. We do not want our specific white traits bred out of our population through race mixing. I’m sure you feel the same way about your people; you desire to preserve the characteristics inherent in your people just as we whites do.

    How would you feel if there were a concerted effort directed at wiping YOUR people off the face of the earth? I doubt you’d like it very much and neither do we.

    Sureesh, each comment that you make makes me MORE racist against nonwhite colonists. I have gone from feeling benign toward E. Indians to downright disgust and hatred from reading your comments. I am sure I am not alone.

    To deny White citizens of White nations the right to preserve themselves – biologically, ethnically, and culturally – is the true example of racism and hatred.

  • Madison Grant

    To #21 (Bobster):

    I thought the same thing; the honest white teachers in Minnesota are lamenting the impossibility of closing the achievement gap.

    Meanwhile, the black school officials in Atlanta never complained; they just shrugged and went about cheating. It came naturally to them.

  • margaret

    “As a union leader and teacher, Panning-Miller witnessed time and resources sucked from his high school social studies classroom, ”

    Good, the best thing for all schools would be to eliminate the entire social studies curriculum. It is nothing but anti White racism and anti Americanism. It is full of absolute lies and falsehoods. Get rid of it altogether.

  • margaret

    ““Four schools — Bethune Elementary, Hmong Academy, Wellstone International High for English language learners and Broadway High for pregnant and parenting teenage mothers — have already had their principals replaced.”

    Last time I checked, Laotian Hmongs are not exactley from a powerhouse culture of literacy and learning.”

    The average hmong IQ is 81. Wonder what will happen when they open a special high school for somalians whose average IQ is 68?

    Kudos to the Lutherans for bringing in all those somalian refugees to enrich Minnesota with their wonderful culture of rape and pillage.

  • Ciccio

    I have the same problems with the achievement gap. I have this magnificent Rotweiler, the best dog you could possibly get, loyal to the core, my very best friend but he always puts me to shame when I try enter him in a greyhound race.

  • Anonymous

    British academic psychologist Chris Brand, attendant to the

    1996 publication/depublication of his book, THE “g” FACTOR , set forth the notion of a school curriculum being presented on a continuum of minutely graduated difficulty, each student interfacing at whatever point was appropriate to his/her readiness.

    Massively expensive to implement, such a program would nonetheless be a bargain compared to the mountains of money American education has misallocated and largely wasted in the various efforts to soup up/hot rod the lock-step educational structure that intrinsically produces so much failure. It is relevant to Brand’s insights that notwithstanding the number of kooks lurching into homeschooling efforts and notwithstanding the passions of school districts and local governments to hamper home schooling even when it is, as it often enough is, in capable and caring and successful hands–on balance, homeschooling is perhaps the most successful “breakthrough” in American education in the last thirty years.

  • Anonymous

    @ Sureesh:

    I can provide the one and only solution to reverse this white-minority achievement gap- MN needs some smart Chinese and Indian kids who do better than whites!

    A friend grew up in several countries. Her Father was an airport facilities manager for Quantas. She hated India for several reasons, human manure all over the streets, purposely deformed child beggars the usual Indian sights.

    The very worst though was that every time anyone gets in a car, they have to check the back wheels before they get in. Indians will shove a baby under the back wheels. If the car rolls over the baby the family then rushes in screaming and ranting for an indemnity payment.

    She said the Indians lurk around looking for parked cars. Quantas employers were told to always park the car in the garage, not the driveway.

    Checking for babies under the back wheels is standard practice in India.

  • Anonymous

    @ Sureesh:

    I can provide the one and only solution to reverse this white-minority achievement gap- MN needs some smart Chinese and Indian kids who do better than whites!

    Are you, like all dark skinned Indians madly saving your money so you can buy your children a lighter skinned spouse when the time comes?

    I’ve read those Indian marriage ads. Big dowry paid for light skin!!!! A light skinned Indian with grayish, greenish or hazel eyes can get the best bride and groom prices. And if the hair is dark brown instead of dead black, well, the sky’s the limit.

    I’m sure the reason so many of the Indian expats in America are dark skinned is to escape prejudice against dark skinned Indians in India.

  • Anonymous

    Sureesh, read the latest news from India? India has not built even 1 new sewer system since the British left.

    “A major cholera pandemic has spread in at least three waves from a single global source: the Bay of Bengal.A study in Nature reveals cholera’s spread over the last 60 years into Asia, Africa, Europe and the Americas, continent-hopping on long-haul flights.

    The research by a team from Cambridge’s Sanger Institute showed the infection is evolving, with the newest waves showing antibiotic resistance. A UK expert said it was “a scandal” cholera was still affecting people. Cholera is a bacterial infection of the intestine that causes diarrhea. It affects 3-5m people annually in 56 countries, killing between100,000 and 150,000″

    I guess the Indian geniuses can’t figure out that digging outhouse holes could solve the problem. Of course all Indians are high caste cultivated intellectuals who can’t even carry their own babies or a tote bag without losing face by doing manual labor.

    Do what the 60 IQ African pygmies do, bury it. The Indian masses can’t afford trowels and shovels but like the pygmies they can use sticks.

  • Anonymous

    #33, I think you are right. The Kindle will revolutionize education for whites. For $189 plus all the free classic books that you can download from gutenberg.org, you have all the education you need for literature, history, religion, philosophy, etc., and they may have math and science books, too.

    I failed at piano lessons as a child, but I am now teaching myself with free downloads off the internet.

    The public schools have become vast holding tanks for troubled minorities. I hope that my future grandchildren will be homeschooled. (My own children went to parochial schools which were very good, but still had token hard-to-discipline & educate blacks.)

    Sureesh, I also don’t want my future lily-white grandkids to be dating your children. Go back to India, no matter how smart you are, and make India a better place instead of making America worse. Let your kids cheat their way into an Indian graduate school program instead of taking places away from white kids in America.

  • Fr. John

    ““We just can’t celebrate our white students knocking the socks off these tests when our students of color aren’t making the same gains,” said Dave Heistad, executive director of research, evaluation and assessment for the Minneapolis schools.”

    Why not? The Whites are the real Minnesotans, the non-Whites are not.

    And, as a Minnesota Taxpayer, I want my taxes to go to the Citizens of MY state, not Somalia, Mexico, China, Laos, etc., etc. Now, if Norway, Sweden, or Denmark have some visiting kin who want to go to school with their American relatives, THAT’s a different story, you betcha!

  • John Engelman

    Unless one is ideologically committed it is not very rewarding to try to teach the illegitimate children of the underclass. Even most liberal school teachers would rather try to teach liberalism to children in affluent suburbs, than try to teach anything to children in living in slums.

  • Bon, From the Land of Babble

    John Engelman writes:

    Unless one is ideologically committed it is not very rewarding to try to teach the illegitimate children of the underclass. Even most liberal school teachers would rather try to teach liberalism to children in affluent suburbs, than try to teach anything to children in living in slums.

    John you are 100% correct! It is NOT rewarding in any way shape or form to try to do the impossible — and then being forced to take the ALL of the blame when the impossible is not achieved.

    Even for those ideologically committed, it takes about a week, two weeks for the hard core, to realize everything they’ve been told in ed school, i.e., “You’re going to be saving oppressed, downtrodden black children!” — is a LIE.

    Incoming White teachers are immediately assigned to black schools — I believe part of is that the district KNOWS that Whites are better educated, smarter, work harder and have a better work ethic than any given black teacher (I could write a book on this alone). We Whites stabilize these madhouses as much as is possible to stabilize them.

    We are referred to as “experienced” teachers. That is an edu-speak, code word for White. Non-White schools are always screaming that “experienced” teachers do not want to teach or remain at black or hispanic schools and leave the nano-second they are able — leaving non-White schools filled with “inexperienced” teachers, Teach for America types, interns, day-to-day substitute fill-ins or no teachers at all in some classrooms (there’s another book right here!!).

    It’s a NO-WIN situation for White teachers!! We are vilified yet needed. We are called racist yet scorned if we try to get out. We are blamed for not “raising up” black students yet are blocked from leaving these lunatic asylums.

    And, the worst part is, as White children are becoming scarce, these schools are becoming the new norm all over — the suburbs, ex-burbs, everywhere, rather than contained in ghettos.

    Thinking of going into teaching? Think again.

    Bon

  • John Engelman

    Bon, From the Land of Babble,

    I sometimes read articles that blame the poor performance of inner city students on “unmotivated teachers.”

    I think the teachers are highly motivated. They are motivated to pay their dues, so that they can transfer to schools where the students have the ability and the desire to learn, and where they, the teachers, are not in constant danger of being attacked, and having their cars vandalized.

  • Bon, From the Land of Babble

    I think the teachers are highly motivated. They are motivated to pay their dues, so that they can transfer to schools where the students have the ability and the desire to learn, and where they, the teachers, are not in constant danger of being attacked, and having their cars vandalized.

    John–

    Paying one’s dues can take years, and White teachers know it. It’s not easy to escape from bedlam if one is White — up to seven years. Many White teachers either quit or give up — become unmotivated if you will, when they realize the futility of the situation.

    They mark time until they can make their escape if quitting is not an option. There are a few coping methods until escape velocity is achieved such as showing videos, but even this takes a very strong constitution and solid determination as anarchy, abuse and pandemonium reign all around you each and every day.

    I know because I almost didn’t survive. Two of my White colleagues had complete breakdowns, one was committed to a hospital for a while, the other never returned. The final straw for her came after a black kid slammed a heavy schoolroom door on her hand breaking all of the bones It IS that bad. Unspeakable horrors go on in black schools.

    They say what doesn’t kill you makes you stronger, but I never felt this way, never felt stronger — only defeated and exasperated and shocked that such places were called “schools.”

    Bon

  • Sureesh

    Bon,

    My I ask you how you would feel about teaching Indian and Chinese kids instead of Black kids? Our kids are better behaved and higher achieving than middle class white kids. Would you still regard us in same light as Blacks?