America’s public schools are not failing.
In 2010, of about 42 million students attending the public schools (K – 12), white–non Hispanic (23.2 million) and Asian (1.9 million) met the goals of the NCLB Act, and these two racial groups represents more than 25 million (59%), while the two ethnic groups that did not measure up were African-American (6.2 million) and Hispanic/Latino (9.9 million) representing about 16 million students.
This does not mean all African-American or Hispanic/Latino students failed to meet the standards set by the NCLB Act but most did.
Since students may not graduate from high school without passing a competency test and about 50% of African-Americans graduate from high school annually, that says more than 3 million African-American students were successful in addition to more than 6 million Latinos.
Then more than 16% (one million) of African-American and 14% (1.4 million) of Hispanic/Latino students graduate from college.
Did America’s public school teachers fail these African-American and Hispanic/Latino students? I do not think so.
The same “e-mail critic” I quoted in Part 1 dismissed what I said about our daughter (in another e-mail) attending the public schools and “learning” well enough from her (K to 12) teachers to graduate from high school and be accepted to Stanford. She just completed her first year at Stanford with flying colors mostly thanks to her public school teachers and the great job they did teaching. Those same teachers also had African-American and Hispanic/Latino students in their classes.
The “e-mail critic” said our daughter was an exception infering that most students of all racial groups fail when in fact, that is not the case.
My point was that if our daughter learned what her public school teachers taught, there is no excuse for those students and their parents that do not meet the mandates of the NCLB Act.
Our daughter is Asian-American and there are 1.9 million Asian-American students in the U.S. public schools that as an ethnic group met the requirements of the NCLB Act with the highest average score when compared to all other racial groups.
Do we dismiss 1.9 million Asian American students and the dedication of the parents and say they do not count?
Do we measure all students by those at the bottom with parents (among other inequalities) that did not do an adequate job supporting their children’s education?
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).
His third book is Crazy is Normal, a classroom exposé, a memoir. “Lofthouse presents us with grungy classrooms, kids who don’t want to be in school, and the consequences of growing up in a hardscrabble world. While some parents support his efforts, many sabotage them—and isolated administrators make the work of Lofthouse and his peers even more difficult.” – Bruce Reeves
Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).
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