Paul Kersey leads with this story--Nutshell: Teachers in failing black school districts routinely change kids' test scores to comply with No Child Left Behind, fraud investigation ensues, hands are thrown in the air, shall anyone ever succeed in closing The Gap?
It may surprise us that one hundred years ago, as today, much ink was spilled over the question of educating American Blacks. Two generations had passed since Emancipation; what progress had been made on the great project of lifting up this 'race in its childhood'? W.H. Collins, in 1918:
But notwithstanding the fact that the illiteracy of the Negro race had been reduced by 1910 to about thirty-three per cent, there is a widespread feeling of disappointment in Negro education. Not that it has made the Negro more criminal as has sometimes been said, however, this is not yet well determined, but rather that it has failed to make him a greater producer, or to aid him to adjust himself to economic conditions. Instead of firing him with the desire to do more and better work, too often he quits it altogether. (1)
They [Southern men around 1904] unite further in the opinion that education such as they [Blacks] receive in the public schools, so far from appearing to uplift them, appears to be without any appreciable beneficial effect upon their morals or their standing as citizens. But more than this; universally, they report a general depravity and retrogression of the Negroes at large in sections in which they are left to themselves, closely resembling a reversion to barbarism. (2)
Aside from some unqualified successes like the Hampton and Tuskegee Institutes, Afro education had not yet produced the desired results. Blacks still had higher rates of illegitimacy, criminality, and disease and lower levels of wealth than white Americans.
A century on, what has changed? Much ink is still spilled over the question of educating American Blacks. Two generations have passed since the end of Segregation, and...
...and Blacks still have higher rates of illegitimacy, criminality, and disease and lower levels of wealth than white Americans. Now, via standardized testing, we also know that they lag far behind in the classroom: