🚀 go-pugleaf

On Sat, 31 Jul 2004 02:35:10 -0400, Bob LeChevalier
<lojbab@lojban.org> wrote:

>How do you know?  Have you checked? let's see the data.


The Scholastic Assessment Test (SAT) has long been a standard
evaluation of a young person's fitness
to enter college in pursuit of higher educational goals. Originally,
it was called the Scholastic Aptitude
Test. But today it is Politically Incorrect even to suggest that
nature makes some people smarter than
others. In order to reflect the new politics, the name was changed.
Now we merely "assess" students; we
do not measure their "aptitude" or inquire as to how some students can
achieve higher scores than others.
Heaven forbid that anyone might believe that the races differ in their
distributions of mental faculties! 

 Typically, the college board will choose a question that they have
rated "hard" - but is it really?  I solved one of these with two
applications of the Pythagorean theorem and the answer to another was
obvious on inspection. "Hard," huh? Not for Whites! 

On 29 August 2000, ABC News posted an article online that seemed to
suggest that Blacks were
leading the way in a resurgence of academic excellence. The article
was written by Arlene Levinson, and
its title was "Math Adds Up: SAT scores hit their highest point in 31
years." Beside the title was a photo
showing a classroom full of Black high school students taking the SAT.

Why did ABCNews.Com go out of its way to find a classroom picture in
which every student was
Black? Obviously, we are meant to associate the title with the
picture. This is a standard trick employed
by the Jewish media, which also likes to show us Black NASA spokesmen
and advertisements featuring
Blacks using computers. 

But the implication is a false one. Blacks are not now, nor have they
ever been, at the forefront of
American scholastic achievement. Not even close. You can find a few
smart Blacks, certainly. There will
always be a percentage of Blacks on the extreme high end of the Black
bell curve of IQ. But the media
are promoting the myth that Blacks are as smart as Whites in general,
and that simply isn't true. 

Historically, the achievement of the races on tests of intellectual
performance has followed a consistent
pattern. Either the Asians or the Whites comes first, with the other
group running a close second place.
Then come the Hispanics, the mestizos of Mexico, Puerto Rico and
Central/South America. The Blacks
always appear on the bottom of the list as the lowest scorers; they
bring up the rear, every time. 

Let's look at the racial difference in the national averages in SAT
scores for recent years. 

                       
                                                             National
Average SAT Scores
                                 





                                             Whites
Blacks
                                     
                                     math       verbal
math                verbal


                     YEAR



                      1997
                                    
                                  526                526
423                       434


                     1998

                                  528                526
434                         426


                      1999

                                528                   527
434                      422





Actually, the lopsidedness is worse than it appears. SAT scores on
both parts of the test range from 200
to 800, not from 0 to 800. You get 200 points in each part just for
showing up. That 200-point padding
is unearned, and it reduces the value of a direct comparison of the
averages. If we remove this "minimum
padding" from the composite test scores and average over the three
years, Whites get 654 points, while
Blacks get only 458 points (out of a possible 1200). Using the same
methodology, the Asians have 664
points, while the mestizos get 513. This "minimum padding" is a kind
of camouflage to obscure a failure
of multiculturalism. 

Liberals sometimes try to blame the miserable performance of Blacks on
"cultural bias." But that is an
obvious lie. If it were the truth, then the culturally different Asian
groups would score no higher on tests
of intellectual performance than the Blacks. But, on the contrary,
Asians do quite well on American
intelligence evaluations. Occasionally, they even score higher than
Whites do, and that fact proves that
the Black failure cannot be blamed on any cultural bias in the tests. 

But padding the minimums isn't the only way in which the liberals
cheat. The ABC story states that SAT
scores are "rising." They might be speaking of a minor fluctuation
that will be reversed next year. But the
message that the reader is meant to understand is that SAT scores are
in a generally upward trend now,
and that message is wrong. SAT scores have been declining, in general,
ever since the federal
government racially integrated the public schools. 

It is true that SAT scores have risen. SAT scores rose abruptly in
1995. But the reason for that rise
wasn't that high school students had suddenly become smarter. The rise
was entirely due to the fact that
the liberals, anxious to hide the detrimental effects of racial
integration, changed the way the test is
scored. The modified scoring technique is called "recentering." By and
large, the changes have resulted in
the addition of up to 130 points to the composite score on the SAT I. 

What this means is this: The student who scored, say, 1240 on his SAT
in 1994 is smarter than the
student who made the same score in 1997. The average White student
will gain an extra 100 points as
the result of recentering, while the average Black student will pick
up an extra 130 points. The
average Asian will gain 90 points, and the average mestizo will gain
120 points. Thus not only are the
racial gaps artificially narrowed, but also the overall deterioration
in the test scores is concealed-at least
in popular opinion. The admissions departments of American
universities might know what's going on,
but I never received a call from the Board of Regents telling me that
I should add 60 points to what I
thought I made on the SAT back in 1983. 

When you remove from the composite SAT I score both the 400-point
"minimum padding" and the
amounts gained from "recentering," the average White student still has
554 points, while the average
Black student gets only 328 points. The Asians keep 574 points, and
the mestizos retain 393 points. If
we normalize these figures to a scale on which the White score is made
the standard at 100.0, then the
other groups' scores go like this: Asians 103.6, mestizos 70.9, Blacks
59.2. 

Let's compare these rectified SAT results with scores from a standard
test of IQ, the Stanford-9 test.
When 4th-, 6th- and 9th-grade students in Fairfax County, Virginia,
took the Stanford-9 test in 1999 and
2000, the Whites did better than the other races overall. Lumping
together the three age groups and
averaging scores for the two years, the scores went like this: 

                       SKILL
                       CATEGORY
                                 




                                                       White
Asian              Mestizo                     Black





                        Vocabulary

                                                      71.5
60.5                    45.3                              45.1



                      Reading
                      Comprehension
                                                      77.5
68.5                 49.0                             44.8




                          Math:      
                           Problem Solving
                                                        82.3
80.8                   56.3                          48.7




                       Math:
                       Procedures
                                                          71. 0
77.3                           46.7                   40.2




                         Language
                                                                70.5
68.2                            45.6                        41.7




                         Partial/Basic
                       Battery
                                                             75.5
72.3                                49.8                   45.5




                           Science
                                                              83.0
76.7                                 55.3                 47.3




                      Social
                       Science
                                                             76. 0
67.5                                   49.2                  44.8





What about the national averages for the Stanford-9? Here they are. 

                       SKILL
                       CATEGORY
                               



                                                    White
Asian                       Mestizo                    Black




                       Reading
                                                        82.3
61.5                              44.3                           40.3




                           Total Math
                                                          84.8
77. 7                              54.0                          44.7




                               Language
                                                           76.3
62.5                               45.2                           38.5




                                 Science
                                                             88.3
74.3                               54.2
45.7




                       Social
                       Science
                                                                82.2
62.5                              45.8                          39.3




                      Partial
                       Battery
                                                                80.8
68.3                          50.0                        43.5




                     Total
                       Battery
                                                               82.3
69.2                            50.7                      43.7


                                       


Notice that the racial sequence in that table is, again, Whites (or
Asians) first, Asians (or Whites) running
a close second, mestizos far behind in third place, and Blacks, as
always, dead last. 

When the book The Bell Curve was published, liberals (including some
highly placed in academe) went
on the warpath, each of them eager to find some novel way to deride
the work of Herrnstein and Murray
as "unscientific." Well, maybe their research wasn't as thorough as it
should have been, but their main
thesis was correct. The races differ in general intelligence, and that
difference is not primarily a matter of
environmental factors. It is primarily the result of genetic factors. 

The racial gap remains even when you consider only the highest
achievers in each race. Of the Whites
and the Blacks who applied for admission to five top American
universities in 1989, the Whites led the
Blacks by 186 points in average composite SAT score. Of these high
achievers, only 29% of the Blacks
scored above 1200 on their SAT, whereas 75% of the Whites did. (See
The Shape of the River by
Derek Bok and Willem Bowen.) All the liberal talk about how Blacks
would achieve comparably to
Whites on "a level playing field" is a big, fat lie. Contrary to
liberal dogma, parents' income has little effect
on children's test scores. (See The Black-White Test Score Gap by
Meredith Phillips.) 

And it isn't only the SAT that shows a large racial gap in the scores.
In Washington DC public schools, in
1998, 51% of White fourth graders were found to be at or above
proficiency in reading, and whereas
only 7% of Black fourth graders and 6% of the mestizos met that
standard. For eighth graders, 54% of
the Whites scored at or above proficiency in reading, whereas only 9%
of the Blacks and 11% of the
mestizos did. 

Well, there you have it. On test after test, no matter how you add it
up, Blacks prove to be inferior in
reading, writing, and arithmetic. If the job to be done is
intellectual, whether programming a computer or
designing a skyscraper or planning a space mission or discovering a
cure for a disease, Whites will usually
perform better than Blacks. 

All the money poured into "equalizing" the races has had little
effect. When there is an effect it is often
bad. When the "test score gap" between the races narrows, the liberals
cheer-but what if the narrowing
were the result of the White students' scores going down, rather than
that of the Black students' scores
going up? That's often the result of multiculturalism in the schools
simply because it is easier to get a
superior being to do less than his best than it is to get an inferior
being to perform above his ability. Is this
really something to cheer about? I believe that the liberals would
indeed cheer, and I know of no better
illustration for the concept of evil than that. 

The liberal philosophy of racial equality has thoroughly corrupted
testing for intellectual performance. In
the first place, the SAT should be scaled so that a student turning in
a blank test receives a score of zero,
not four hundred. Padding the math and the verbal parts of SAT I
merely serves to obscure the
intellectual inequalities among students in general, and of the races
in particular. 

Also, a check of the "conversion tables" between the original scale
and the recentered scale will show
that increments in the test score don't flow quite as linearly with
increments in the number of correct test
answers as they once did. As if mocking the test's name, the
recentering process makes the relationship
between real scholastic achievement and the SAT scores more difficult
to assess. Furthermore, today the
SAT is "firewalled," meaning that students who miss some of the
questions can still be awarded a perfect
score, and thus the test loses its ability to discriminate between the
very best and the "pretty good." 

                     





                                                                   SAT
I all-time national average

+/- standard deviation, by race. 

       







                     RACE            VERBAL               MATH
Composite mean                      After correction

minus 'minimum                           for

padding                                    recentering

Overall

performance

(scale White=1) 



                                                          

                                                              
                                                       


           Asian
                      499 +/- 124         565+/-122        664
574                                     1.0286


               


White
                      528 +/- 100           530 +/- 103         658
588                             1.000




Other race
                      508 +/- 119           515 +/- 116         623
513                  0.9194





No race identified
                      495 +/- 120        509 +/- 119         604
494                 0.8853





Hispanic
       C/S American
                      461 +/- 108        467 +/- 106      528
408                   0.7312





Hispanic
       Mexican
                      453 +/- 101          460 +/- 100        513
393             0.7043





Hispanic
       Puerto Rican
                      456 +/- 103         451 +/- 102        507
387          0.6935





Black
                      431 +/- 100            426 +/- 98        457
327            0.5860






When you appreciate that the entire purpose of the test is to measure
differences in scholastic aptitude or
intellectual achievement as finely as possible, you will understand
why the scoring process is flawed and
why the motives behind it are mendacious. A good test is not padded
with a 400-point minimum score so
that nobody bottoms out. A good test is not firewalled so that the B
students can become A students
along with the real A students. A good test is not "recentered" so
that the average student of today's
multiracial classrooms can have the same score that the average White
student of yesteryear earned. 

Forty years ago, when this disaster was getting started, conservatives
warned that racial integration would
result in lower academic achievement, which, in turn, would cause
political pressure to weaken the
academic standards, and that is exactly what has happened. Back then
the American education system
was the envy of the world. Now it is the laughingstock, largely
because of false ideology of racial equality
and because the liberals have had the power to implement their social
policies. 

How much worse do things have to get before you will take action to
repair the wreckage that the liberals
have made of our educational system? How much lower do American SAT
scores have to be? How
much more poorly educated do American high school graduates need to
become, before you will get off
your couch and quit listening to the lies told to you by the Jewish
bosses of the mass media? 

In a way, it's not just the high school kids who are faced with an
intelligence test. The problems that you
face as the result of Jewish media control are also an IQ test of a
sort-one that you must pass in order
to save your country from ruin and your race from destruction. Either
you will see past the information
fa�ade presented by the media and recognize the evil purpose that
motivates that fictitious
presentation-or you won't. If you don't see the evil and realize the
necessity of fighting it, then your
civilization will end up in the historical trash heap, perhaps sooner
than you now believe possible. The
danger is here; the hour is late. Why are you idle? 



http://christianparty.net/illusion.htm






niggers score low on basic reading tests:



http://www.sptimes.com/TampaBay/80398/Schools_focus_on_clos.html

a.. ST. PETERSBURG -- In one week, 1,000 principals and teachers from
Pinellas public schools will fill a Bayfront Center theater and the
University of South Florida's St. Petersburg campus for a conference
called
"Up With Achievement." This is why: When Pinellas fourth-graders took
a
standardized reading test in 1997, 68 percent of white students scored
above
the national median. But only 31 percent of black students did the
same.
Among eighth-graders that year, 73 percent of white students scored
above
the median in reading, compared with only 41 percent of black
students. When
11th-graders took the High School Competency Test in 1996, 87 percent
of
white students passed the communications section. But only 62 percent
of
black students passed. Educators call it the achievement gap.


http://www.s-t.com/daily/11-99/11-12-99/a01lo007.htm
Failure rates high for blacks, Hispanics on 1998 MCAS
By Monica Allen, Standard-Times staff writer

 NEW BEDFORD -- Hispanic and black students in Massachusetts flunked
the
1998 MCAS test in startling numbers -- and at rates nearly double
their
white counterparts, according to state Department of Education
figures.
 New Bedford was no exception to the state trend, according to figures
that
came to light this week. Racial breakdowns for the 1999 scores have
not yet
been released, although the public received a statewide report on the
overall 1999 scores this week.


http://www.townhall.com/columnists/billoreilly/bo20010420.shtml

According to the National Assessment of Educational Progress
organization,
60 percent of poor children who attended the fourth grade last year
can
barely read. They achieved a "below basic" score on standardized
tests.

For black fourth-graders, the results are even worse: 63 percent of
them
scored "below basic."


Website with indepth SAT score analysis:

http://www.lagriffedulion.f2s.com/testing.htm



The article  and tables follow- from the Star-Ledger, Newark, NJ,USA
12Jan02
Study finds race matters in test scores
 Hard answers to 'achievement gap' prove elusive
BY JOHN MOONEY
Star-Ledger Staff

White students do a lot better on standardized tests than their black
and
Hispanic peers, even when the students come from similar schools and
income
levels, new state data show.
  An analysis of New Jersey's first-ever school-by-school test data
broken
down by race found the white students' overall passing rates last year
were
twice that of black and Hispanic students on some tests. The results
for
Asian students were often the highest of all groups.
  On the eight-grade math exam, for instance, 74 percent of the whites
passed, compared with 29 percent of the blacks and 39 percent of the
Hispanic students.  Among Asians tested, 83 percent passed.
  And even when income differences were taken out of the calculation,
the
so-called "achievement gap" persisted.
   For example, among one set of comparable middle-class districts, 89
percent of white students were found proficient in the state's
fourth-grade
language arts test last year.  The passing rate was 70 percent for
black
students, and 77 percent for Hispanic children.  Asian students passed
at a
better than 91 percent rate.
    On some parts of the state's three standardized tests, white
students in
the state's neediest districts did nearly as well as African-American
children in far wealthier communities, according to the data released
yesterday.
     "This is a huge problem and will never be solved by a single
solution,"
said William Librera, New Jersey's incoming education commissioner.
"We
need to recognize that progress can be achieved, but not by ways that
we
have done before."
     The state's release of the data is expected to ignite a
discussion in
New Jersey that has been ongoing nationally for several years, one
that has
spurred countless studies to determine what lies at the heart of the
differences and what can be done.
    Educators vary in their diagnoses, with the most prominent
research
saying a combination of factors are at play, ranging from the
expectations
of students, families, teachers and society as a whole to biases
within the
tests themselves.
    But for all the discussion, hard answers have been elusive, with
communities at the forefront of the national efforts unable to point
to
dramatic gains.
    "New Jersey has taken the first, critical step by identifying the
extent
of the problem", said Education Commissioner Vito Gagliardi Sr.,
releasing
the data in his last week in office.
     "It's now up to the department and local school districts," he
said,
"to intensify our efforts to find solutions and implement strategies
that
are targeted at closing the gap in academic achievement and assuring
educational equity and excellence for all our students."
     Among the steps in place are court-ordered reforms inside New
Jersey's
neediest districts--many of them serving predominantly minority
students---and several grant and pilot programs aimed at boosting
minority
achievement in all schools.
     Librera said incoming Gov. James E. McGreevey's $45-million
pledge for
early literacy programs is also aimed at closing the achievement gap,
as
many of the students lagging in the tests are the same ones who
struggle
with reading early in their childhood careers.
     State officials also found some encouraging news yesterday in the
data.
For example, the test score differences were smaller in the
fourth-grade
test than in the eighth-grade exam, indicating reforms in the younger
grades
may be working and could ultimately show gains in the older ones.
     The achievement gap has been a focus of attention in Montclair
for
nearly a decade , with the township now among a consortium of racially
diverse districts throughout the country working to devise strategies
for
closing the gap.
     The efforts have borne some fruit, especially in the area of
language
arts.  For instance, officials were encouraged when 85 percent of the
district's black students in fourth-grade last year passed the reading
and
writing section of the elementary school test.
     That was still far less than the 97 percent passing rate for
white
students, according to state data, but well above the average for
black
students taking higher-level courses and going on to college.
     Funded through a $200,000 state grant last year, Montclair's
effort has
centered on providing additional tutoring to students who may be
lagging in
the elementary schools, as well as programs outside the schools.
     "We even had a group of parents going out to talk to other
parents
about their children taking the SAT's," said Jeanne Pryor, the
district's
assistant superintendent.  "Part of it is just impressing youngsters
to the
importance of taking the test and not being afraid of the test."
                               END OF ARTICLE

                  Graphs from article

                                  ALL
 4TH GRADE       STUDENTS       ASIAN        BLACK      HISPANIC
WHITE
     Language                                 79%                91%
55%             65%                88%
      Math                                         66%
85%
35%             48%                78%
     Science                                     87%
94%
67%              76%                95%

 8TH GRADE       STUDENTS    ASIAN      BLACK   HISPANIC   WHITE
   Language                                   73%
86%
46%             55%                84%
    Math                                             62%
83%                29%             39%                74%
    Science                                        74%
88%
43%              52%                87%
11TH GRADE       STUDENTS    OTHER        BLACK     HISPANIC    WHITE
    Language                                     74%
77%
52%               53%                85%
    Math                                              79%
87%                 56%               61%                89%
    Writing                                        84%
86%                71%                68%                91%
    All Sections                                 69%
74%
42%                46%                81%





Study finds race matters in test scores

01/12/02

BY JOHN MOONEY
STAR-LEDGER STAFF
White students do a lot better on standardized tests than their black
and Hispanic peers, even 
when the students come from similar schools and income levels, new
state data show.


An analysis of New Jersey's first-ever school-by-school test data
broken down by race found the 
white students' overall passing rates last year were twice that of
black and Hispanic students 
on some tests. The results for Asian students were often the highest
of all groups.


On the eighth-grade math exam, for instance, 74 percent of the whites
passed, compared with 29 
percent of the blacks and 39 percent of the Hispanic students. Among
the Asians tested, 83 
percent passed.


And even when income differences were taken out of the calculation,
the so-called "achievement 
gap" persisted.


For example, among one set of comparable middle-class districts, 89
percent of white students 
were found proficient in the state's fourth-grade language arts test
last year. The passing rate 
was 70 percent for black students, and 77 percent for Hispanic
children. Asian students passed 
at a better than 91 percent rate.


On some parts of the state's three standardized tests, white students
in the state's neediest 
districts did nearly as well as African-American children in far
wealthier communities, 
according to the data released yesterday.


"This is a huge problem and will never be solved by a single
solution," said William Librera, 
New Jersey's incoming education commissioner. "We need to recognize
that progress can be 
achieved, but not by ways that we have done before."


More on this below.

http://www.nj.com/news/ledger/index.ssf?/page1/ledger/158ce13.html




 In Georgia, whites outscored blacks by an average of 90 points on the
verbal portion of the test and 92 points on the math part. That is an
overall 182-point gap between whites and blacks who took the test.
 The national picture is even starker. Whites scored 97 points higher
on the verbal portion and 106 points higher on the math part of the
SAT.



http://www.onlineathens.com/stories/090802/opi_20020908006.shtml