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Frederick Carlson wrote:
> Educational Sabotage
> 2005-01-10
>
> The 'close the achievement gap' education policy is a direct attack
on
> White children and their future.
>
> by Anne Lawford
>
> ONE OF THE MOST vicious attacks on White[1] people in the United
> States today is the "close the achievement gap" education policy
> actively promoted by the Federal government. It is particularly
> cowardly in that it is directed against White children of all ages,
> even the little ones in grade school. Congress made this
> discriminatory policy part of the Elementary and Secondary Education
> Act (ESEA) in 1994. That same policy has been continued in the
> deliberately misnamed "No Child Left Behind" Act that President
George
> W. Bush signed into law in January 2002. In fact, Bush campaigned in
> favor of this policy.[2]
>
> Ultimately, this policy is about jobs. "Achievement" in the slogan
> "close the achievement gap" is not used in the sense we have always
> used it; that is, an accomplishment brought about by one's own
> efforts. The social engineers who coined this phrase mean "jobs with
> high salaries" when they talk about achievement. The hidden agenda
> behind this policy is to position minorities, no matter how
> incompetent, so they can step into colleges and universities, and
from
> there into well paying jobs; and to position Whites, especially White
> males, so they can only get jobs that pay poorly.
>
> The Cheat White Children Act
>
> The statement of purpose at the beginning of the No Child Left Behind
> Act says that the "purpose [of the Act] can be accomplished by
> closing the achievement gap between high- and low-performing
> children, especially the achievement gaps between minority and non-
> minority students.." Today the only non-minority student is the White
> student. State testing, which measures whether the achievement gap
> between White students and minority students is closing, has made
this
> policy the tail that wags the public education dog, in Kindergarten
> through high school. The Act requires states and school districts to
> submit annual "report cards" showing student achievement on a group
by
> group basis for all the groups it defines as "disadvantaged" due to
> their race, ethnicity, and inability to speak and read English, among
> other factors. And, of course, scores for the White group, the
> advantaged group, must be included to show whether the achievement
gap
> between them and other students is closing. Comparative rates of
> graduation from high school for each group must be reported so the
> government can monitor whether the gap in graduation rates has been
> narrowed.
>
> But, for example, in states like Texas, California and Arizona, where
> thousands of non-English speaking Mexicans stream across the border
> each year, this policy asks the impossible; unless there is a
dramatic
> shift of resources to the Mexicans and their grades are massively
> inflated at the same time those of White students are deflated.[3]
> Truly, this law would more aptly have been called the "Cheat White
> Children Out of Resources and the Grades They Earn" Act.
>
> Many people are well aware of the fact that "affirmative action" has
> resulted in White men being discriminated against in the workplace in
> order to permit less well qualified minority candidates to come out
> ahead of them in hiring and promotions. For example, employees at the
> General Accounting Office were told last October that, before being
> finalized, the performance ratings prepared by their supervisors were
> reviewed by the Managing Director of the agency's Office of
> Opportunity and Inclusiveness to "look for patterns that need to be
> addressed. particularly regarding protected groups such as.
> minorities." And last April five "non-minority" males at Robins Air
> Force Base filed a reverse discrimination suit after they obtained
> evidence that the ratings of two minority males were raised while
> their own ratings (and that of one non-minority female) were
> downgraded.
>
> So it is widely recognized that, in practice, the so-called
> "affirmative" action policy depends on unprincipled negative tactics
> to accomplish its ends. It depends on an employer's willingness to
> inflate the job ratings of minority employees and deflate the ratings
> of Whites.
>
> Falsifying Test Results
>
> But not enough people realize that in school districts around the
> country teachers are being coerced into robbing White children of
> their rightful grades, using this "close the achievement gap" policy
> as the justification. For example, the Heritage Foundation reported
in
> a paper dated April 13, 1999, when George W. Bush was Governor of
> Texas, that sanctions in Texas for schools that failed to close the
> achievement gap had resulted in "wholesale layoffs of staff."
Teachers
> and administrators in other states where the "Close the Achievement
> Gap" policy is enforced are fearful of losing their jobs, too.
>
> In one Texas school where the achievement gap on the Texas Assessment
> of Academic Skills (TAAS) had narrowed over a 5 year period, White
> students had made little improvement compared to Blacks and
Hispanics,
> according to the school's "report card." In fact, the performance of
> the White students in writing actually declined compared to Texas
> Hispanics! The New York Times, on April 7, 1999, reported that
> officials in a Texas school district had been indicted for
> manipulating test results data. And there have been reports of fraud
> in other states as well.
>
> This policy is not only about closing the gap in standardized tests,
> as bad as that alone would be. It's also about grades given by
> teachers on their own classroom tests as well. Writing assignments
are
> particularly vulnerable to manipulation, and, as you can see from the
> school "report card" discussed above, they are being manipulated to
> the detriment of Whites.
>
> You can find "report cards" on school district Web sites around the
> country, especially in states like Texas where the "close the
> achievement gap" policy has been enforced by firing teachers and
> closing schools. One can only imagine how academically gifted White
> children are faring at the hands of teachers under so much pressure
to
> "close the achievement gap." This anti-White system of grade
> manipulation masquerades under the high sounding rubric
> "accountability," but it is about rigging outcomes. It is not about
> holding teachers and administrators accountable for providing all
> children with appropriate opportunities to learn.
>
> In his foreword endorsing a book titled Outcome Equity In Education
in
> 1994, New York's Education Commissioner let the cat out of the bag by
> calling for "broadening the definition of equity beyond the
> traditional concerns with inputs. to move towards outcome equity."
>
> A Decades-Long Policy
>
> This close the achievement gap education "policy" has been
implemented
> for many years in colleges and universities, where arrogant
department
> chairmen have long been free to treat students arbitrarily. This is
> the reason why so many high-performing high school students have
> dropped out of college, and why high SAT scores are no longer a good
> predictor of graduation from college.
>
FYI

Hank

Suggested site: http://www.natall.com/
>
>
>
>
> Complete article at
> http://www.nationalvanguard.org/printer.php?id=4449