Wired Online, American Genocide, and Education

Wired online has an article up about math and science and American kids. They do poorly in comparison to "first world" countries. This is very old news.

Gee, why is that hard to imagine that when the first world has suddenly flooded its shores with third world populations things might be going badly in education? Flood your high IQ country with hundreds of millions of people with a significantly lower IQ than the native-born population and what do you get? Flood them with an immigrant group not interested in education and what do you get?

BETTER TEST SCORES OR WORSE TEST SCORES?

I'm playing the Jeopardy melody while I await the answer.

Those poor folks at Wired.

Don't they realize this was intentional? The Democrats, in general, and the Council on Foreign Relations, in particular (made up of Democrats and Republicans), WANTED to flood the country with low IQ types from nearby lands. How else could they destroy America (subvert the Constitution and become a Marxist Disney World) and at the same time please the Wall Street Journal and the US Chamber of Commerce?

The writer of the article notes:

The first stat of the study is the one in the header. 99% of U.S. teens believe math and science is important. This is all well and good, until you look at the stats beneath it. The most outstanding of these being the mere 10% that think that the U.S. is best when it comes to math and science.

Actually, this is a development. When I first started reading about education in America about twenty-five years ago a huge percentage of American students thought they were the cats-meow in academics, including math. But at that time they weren't. They were still at the bottom of the list. At least now they know they are poor students. That is important. It is better to know you are not well educated when you really are not than to believe you are well educated when you aren't.

But there's the problem of what to do about it. The author of the Wired article tells the kids to put down their game-pads, etc. Nice try, but the author should go sit in the corner and put on a dunce cap.

When Harold Stevenson and James Stigler did their ten year long study about the academic achievement of American, Chinese, Taiwanese, and Japanese students they discovered that American children and children in Japan or Taiwan spent about the same amount of time watching television. Yet American kids still did worse in school, especially in the upper grades, as they got into high school. Not so with Asian kids who watched a similar amount of TV and did well in school.

This study was done before video games, the internet, and all the little gadgets kids use nowadays to fill much of their free time. So I doubt that the time now spent by U.S. kids playing video games and the time spent by Japanese kids is much different than the time spent watching TV by U.S. kids and Asian kids back then. Both groups probably play a lot of video games today.

It is also unlikely that a culture of technophiles like the Japanese would produce students who play less video games and use gadgets less than American kids. Of all people, the folks at Wired know that the Japanese, in particular, lead the world in video gaming and equipment/gadget development. And they probably know Japanese kids are still sharp as tacks. There is no doubt that IQ and pedagogy effects this as well.

Yet, still, the article suggests more of the truth than what the author probably realizes.

Stevenson and Stigler noted in their ten year study, as summarized in their book, The Learning Gap, that the slower Asian students did have to come into school early and stay late if they got behind. In America, that doesn't happen. We all know it doesn't.

What does happen instead?

Here in America, the course material is dumbed-down instead so the not so smart kids can do their work within the same school period that the smart kids do it. They don't do this in Asian countries, instead they make the slower kids work LONGER each day with the SAME materials (Stevenson/Stigler). They do NOT dumb down the subject matter for the slower kids. They make them work harder at it. Ergo the higher overall test scores and academic achievement. Yes, there is also the higher Asian IQ factor, but even among the smarter folks overseas, the less smart are directed to higher goals, not lower ones.

But now that we have, since 1965, flooded the nation with hundreds of millions of low IQ students from third world areas of the world we have tens upon tens of millions of students who would need to spend more time in school learning the same subject matter that higher IQ students (predominantly Caucasian and Asians) learn in less time.

And IF WE WERE TO FOLLOW THE EXAMPLE OF THE BEST METHODS we see in Japan, Taiwan, Korea, Singapore, and China that would mean certain ethnic groups would be more represented among the students who need to spend more time in school. (Notice the push for longer and longer school days and school week). This is the only way to compensate for the appearance of racial discrimination. The bright kids will be forced to attend school longer than they need, regardless of race. This is not how the Asians do it though they do have a longer school year. But the slower kids have it even longer.

Though there would certainly be Caucasians and Asians who would need extra time in school as well, it would at this time in history be mostly immigrant groups from south of our border and blacks. We are dealing with averages here, not all from every group fits into these categories.

In Asia, the slower kids come in earlier and, or, stay later but all the children belong to the same ethnic and racial group so the extra time spent is determined by ability (you cannot "see" any difference in the children from the outside). So the "discrimination" is by academic level and it doesn't LOOK racist.

So if we try to do that America, it LOOKS racist, but it would not be. It may be racial, but it is not racist. It has a large racial component because of the racial mix in America which does not exist in homogeneous Asian countries and because IQ is a genetic component of race. There are other factors such as culture or poverty.

You must remember that when the Jews first came to this country in large immigrant waves they lived in poor areas of the same cities where blacks and other non-white groups now cluster. But they soon rose out of their poverty. That was largely because of their inherent intellectual gifts and also, importantly, because of their solid cultural customs and traditions which also included a major emphasis on education.

Some of this was missing in the black community. They also had been mistreated by whites. Jews had been mistreated similarly in the past in other places of the world. But they overcame their oppression by their customs, traditions, emphasis on eduction, intelligence and so forth. And if you think that is not fair, relax. The smartest IQ group in the world is the Ashkenazim Jews. They are almost extinct. Not that this is a good thing, of course. It's not good. But it indicates that high levels of intelligence may not be a gift but a curse. There is more to survival than intelligence.

It's complicated indeed.

Before the Democrats/liberals/progressives/Marxists tampered with the black family it was making significant advancements in America. Democrats destroyed this through welfare handouts, through abortion, and with illiteracy.

Before the Great Society, blacks mostly had intact families (a key to prosperity), owned businesses, and attended schools and colleges in greater numbers. It wasn't until the Marxist Democrats began using them as tools for destroying America (bribing them with other peoples money and trampling the Constitution to do it), that the black family (and education) fell apart. Education is still hit or miss with a large percentage of illiterate black males having been in jail or prison.

Illiteracy is a huge predictor of criminality. And black illiteracy is a direct result of policies promoted by the white elites in the Democratic Party and its members who belong to the education establishment. They have essentially condemned black men and youths to jail by denying them an education, even when blacks attended school long enough to have taken reading instructions.

A competent healthy child of average intelligence can learn to read by the end of first grade. Virtually every black child in America has attended school through the first grade. The only reason they didn't learn to read is because white Democrats/Liberals/Progressives insisted on Whole Language (and white Republicans fought it every step of the way).

So to cope with so great an influx of immigrant populations from low IQ zones and cultures which do not highly value education like we do here in America (except if you are a Democrat politician or teacher union member), it appears we would have to discriminate against the slower students from these groups by making them come into school for longer periods of time than most Caucasians and Asians.

The Marxists who run the education establishment don't want to appear to offend the immigrants (especially those from the largest group) even though they really don't care about them in any meaningful way. So they dumb down the whole education system instead. The kids of these white Democratic Party elites make it to the top of the pile, no matter what. So it doesn't matter to them if the whole system was dumbed-down for everyone's kids; their kids won't suffer. Just the poor kids do. Even and especially poor white kids (as they grow up they pay the greater tax burder, that is until they become the minority race here in America).

Thus the Democrats pacify the blacks by entitlements and Affirmative Action to balance it all out for good measure. Whites, even poorer whites, pay for it.

This is why putting down game-control pads and iPods won't work even for the brightest kids. If there is no challenging curricula for everyone to aspire to it won't matter if they all spend more time in school. The brightest kids will just do crafts, or sports, or volunteer work to help poor non-white people who will ultimately turn around and destroy them someday. It always happens that the intellects are murdered by the masses anyway when the Marxists tamper with "society" in their quest for the unachievable fraud called "social" justice (as if justice alone isn't adequate) and the tyranny of absolute equality of material status. In our case it will be racial as well (especially since white liberals have nurtured racial hatred of whites). I know, it sounds crazy. And it is. But white liberals do this to achieve power for themselves. And for them, power matters more than the genocide of whites in America.

U.S. educators sensed this obvious appearance of discrimination long ago. This is why they didn't make blacks (or any slow students of any color) come in early or stay late. Though it isn't racial, leftists perceived that it would be seen that way. This is because leftists in America are racists. Just look at what they did to American blacks. They got them aborted at a higher rate than whites and destroyed the black family. Not making them do their schoolwork helped destroy blacks.

They instinctively deemed it unfair to make the slower kids spend more time at school (like the Asians do with their ethnically homogeneous kids). And so instead of making the U.S. slow kids work LONGER each day to keep up with the bright kids the U.S. education establishment dumbed-down the curricula for everyone including the smart kids. That way they could avoid charges of racial discrimination. Of course, they would be the only charging themselves with it. In this way the slower kids (with a lower percentage of Asians and whites) could do their work in the same amount of time that the smart kids could and the Marxist thugs who run the system could seem to be virtuous and wise, though they are not.

Then the smart kids, who get their work done quickly to boot, are sent off to take AP classes which are generally just baby-sitting arrangements for bright students wherein nothing or little intellectually goes on. No doubt the smart kids feel they have already done all the smart things needed to be done for that day anyway and would feel that any more smart activities would be more of a punishment. In a sense it is. And these kids arrived at this conclusion because they are smart.

So they must cool their heels while the slow kids catch up. But they don't catch up to the same level. They catch up to a PASSING level of an already dumb-down curriculum. Whereas the slower ethnically and genetically homogeneous Asians kids catch up to the really smart kids; everyone consuming a superior body of academic materials along the way, but the not so smart kids simply taking longer to do it.

You didn't know this before. I know that. Otherwise America would solve the problem overnight by instituting a proven curricula. Like the curricula of Calvert school. More about that later.

The education establishment, the Democrats, and the mainstream media do not want you to know how easy it is to turn this around. It would cost them money and they are all about money and how that it should go to them.

I think American educators are generally envious and threatened by intelligent students. I think they were poor students themselves and have it out for bright kids. They have an ax to grind. They want bright kids brought down. It's personal. They don't want them to get any smarter, they don't want them to get any smarter than themselves--the teachers. Teachers rank at the bottom academically in testing at the college level. According to Thomas Sowell PhD:

In 1980-81, students majoring in education scored lower on both verbal and quantitative SATs than students majoring in art, music, theatre, the behavioral sciences, physical sciences, or biological sciences, business or commerce, engineering, mathematics, the humanities, or health occupations. Undergraduate business and commercial majors have long been regarded as being of low quality, but they still edged out education majors on both parts of the SAT. Engineering students tend to be lopsidedly better mathematically than verbally, but nevertheless their verbal scores exceed those of education majors, just as art and theatre majors had higher mathematics scores than education majors. Not only have education students' test scores been low, they have also been declining over time. As of the academic year 1972-73, the average verbal SAT score for high school students choosing education as their intended college major was 481--and by academic year 1979-80, this had declined to 389. (Inside American Education, 1993, Hardback, p 25).

If you are comparing SAT scores of the college education students of today with college education students before 2006 (about that time), remember that an SAT test score of 1600 today, would have been a score of 1500 before the change (before they cheated). They dumbed-down that test (for all students) too because of all the complaints about how stupid our kids seem to be these days. Notice how well it worked? Parents don't whine about it any more. In fact, they have so muddied the SAT waters that you cannot easily compare student scores from generation to generation. They don't want you to keep track of their incompetence. But they cannot hide from the international testing. It exposes them.

It's a fine game these educators play.

There is a reason why a Nobel Prize winning chemist could never teach in an American High School if he or she didn't have a teachers certificate. Poorly educated teachers would lose their jobs if intelligent people applied for teaching jobs without teacher certification. Teacher certification is a jobs program scheme for fairly stupid people who want to teach other peoples' kids at school without having to compete with really smart adults who know more than the teachers.

So the Wired article seems to just skim the surface of this topic.

That 10% of the students surveyed who thought that U.S. students did good in math and science is really way down from the last set of stats I saw on this (I'll try to find those numbers). But that is good because the kids before had an unrealistic image of themselves. Whereas now they appear to have a more truthful one: that they are bad in math and science.

Now if we could only get to the problem.

That won't happen with leftists running things. They are insane, deranged, demented, and evil. Marxists always are. And these folks run U.S. education. If they want to fix the system, they simply need to use a good curriculum. The curriculum is the key. It is not about classroom size (Stevenson/Stigler), it is not about fancy materials in the classroom (Stevenson/Stigler), and it is not about expensive school buildings (Stevenson/Stigler).

IT IS ABOUT CURRICULA.

As Charles Sykes pointed out in his book Dumbing Down Our Kids, it's the curriculum. And I'll say it this way: It's the Curriculum Stupid.

According to Skyes, Johns Hopkins monitored a study in which the curricula of a distinguished private school (Calvert in Baltimore, Maryland) was plopped down into the classrooms of an inner city school in Baltimore called Barclay (Sykes p 278).

Nothing about the lives of the students changed. They had the same parents, siblings. houses, apartments, awful housing developments, bad neighborhoods, and marginal teachers. They had the same poverty and disadvantages.

The only change was the curricula.

What happened?

I'll quote Sykes:

...the plan to incorporate the Calvert curriculum into Barclay in early 1990...was implemented in the following fall...Three years later, Barclay had been transformed into a national model. An evaluation by researchers from John Hopkins University found that the program 'has produced significant changes in the ethos of the K-3 classes and the entire elementary floor of Barclay School. The classes and halls are more orderly; the students seem more focused on academics ... Students attendance was up and achievement, as measured both by the district's standardized tests and the Calvert-administered Educational Records Bureau (ERB) test were also up significantly. The Johns Hopkins evaluation singled out student writing, where they found improvements to be 'particularly striking.' On reading tests, the mean scores of first and third graders in 1993 were more than twenty percentage points above the national mean. In the second and third grades, Barclay students scored above the sixtieth percentile on the ERB writing skills tests. Before the Calvert program had been introduced, none of the same-grade groups at Barclay had scored above the forty-seventh percentile. Math scores were also up at Barclay. (Sykes p 278)

Well isn't that utterly amazing? Why wasn't this broadcast throughout the land and immediately instituted in our schools?

Let me suggest why.

Sykes writes:

There are other measures of success as well. In April 1994, Educations Week reported that twenty children at Barclay who had been designated as 'severe' under the Chapter 1 compensatory education program had made so much progress that they were now classified as 'gifted and talented.

Well, you cannot have that.

You cannot have disadvantaged "minority" children really learning things so easily in U.S. public schools. Then you might not need the Federal government trying to run things. Then you might not need more teachers. Or higher pay for teachers. Or more schools. Or fewer students per classroom (Stevenson and Stigler suggest that higher students per class might be better). Or more powerful union thugs.

The education racket might not be such an unmanageable juggernaut if fixing the problems were so easy. And the racket cannot face that. More experts couldn't be hired, more children couldn't be drugged into a stupor, more brainwashing kids into becoming good little Marxist pigs couldn't occur.

That won't be allowed. It won't be tolerated!

You might say, well, those Marxist pigs pigs overseas do have some bright students. Indeed they do. But their people have already been subjugated. And they are darn serious about educating them (to take over the world, of course). The Marxists here have to destroy freedom first. Then they will compete with their fellow Marxists like the Russians and the Chinese do with each other.

The white leftist liberal/progressives who have owned the U.S government schools for over a half century won't allow excellence in education when it might be used for the purposes of liberty, freedom, and free enterprise. You can be sure of that.

It is mainly conservatives, Christians, and Republicans who have sought to bring about the educations changes that were needed. They have worked on the problem for decades. They recognized what worked and didn't, but the left refused to cooperate. At the same time the Barclay project research came in, American students nationwide were suffering from decades of white liberal/progressive education experiments like the fraudulent Whole Language system and New New Math programs.

They were utter failures and generations of children were defrauded of their intellectual promise and their economic futures. Black children especially, because of white liberal progressive Democrat leftists, were plunged into deep intellectual darkness. They graduated from school without learning to read. Or they left school at higher rates altogether as they fell further and further behind because they could not read because leftist Democratic Party educators made sure they didn't by abandoning phonics.

The only option many of these defrauded persons had was crime. The majority of criminals in federal prison are completely or functionally illiterate. They are the direct result of white, liberal-progressive Democrats who experimented on other peoples children with phony and unproven educational methods.

All of it was done with fierce opposition by parents and Republicans.

The white liberal progressive Democrats destroyed their lives. No wonder they feel guilty and try to bribe blacks with welfare handouts. Look at what they did to them!

Right-wingers lost the education battle. They fought valiantly. Chester Finn, Diane Ravitch, Thomas Sowell, Charles Sykes, Phyllis Schlafly, and many more. Bill Bennett led the charge on that fight long ago and realized that the education establishment could not be stopped.

It still hasn't been stopped. This has been a century long battle that was established at the highest levels of academia at the turn of the last century. Then John Dewey and the Progressive Education movement took over. It has been down hill ever since.

Bill Bennett wound up resigning to the fact that this monolithic monster was unstoppable. He ended up just calling it "The Blob". There isn't a more apt description of it as a meaningless, unintelligent, pervasive, gooey nothing that slimes everything in its path and makes life miserable.

Now, the only thing a deceit American can hope for in American education is for the public system to be abolished or collapse. Schooling should go back to families, neighborhoods, and communities. People should be responsible for the education of their own children or they should not have them.

Private schools and home schooling could suffice. The government has proven it has failed to serve the nation's children. It had over half a century to prove itself. And it has abused its privilege. They have abused our children. They have molested their minds, defrauded their diplomas, and corrupted their consciences. Our government schools are now soviet-style police-state Marxist brainwashing factories that must be destroyed.

Attendance at school is by gun-point is un-American. It is fascist.

Thankfully, there are still options to the police-state schools. For now. But they come with a high price.

We've come too far, the public schools cannot be reformed. They should not be anymore because they are tools of the fascist totalitarian police-state. They must be destroyed by defunding them at the state and federal levels. Return them to their homes and neighborhoods. Perhaps even their cities.

It is the only thing a moral and free people would do. A just, free, and virtuous people do not force other peoples children to school at gunpoint. It's over. The big dream is dead. Let's bury it.

Turn your chairs over and place them on top of your desk so the janitor can sweep the floor and, please, turn off the lights before you leave.

http://www.wired.com/geekdad/2010/11/study-99-of-u-s-teens-believe-math-and-science-are-important/