Newsarticle - Spics and Niggers learn the consequences of education

Commentary: Didn't we say that this would happen?  The all new "No Child
Left Behind" isn't making sure that "No Child is Left Behind" but is instead
putting political pressure and schools and teachers to "pass" the students,
whatever the costs.  Dumb down the system, make the tests easier, fake the
test results.  The simple truth of the matter is that spics and niggers
CANNOT achieve the same level of education as whites.  On average as a
whole, both spics and niggers score many times lower on ALL standard tests
used to measure academic abilities.  The IQ test, the ACT, the SAT, and even
their GPAs are lowest.  Where is the racism in a simple math test?  Isn't it
more Logical to just admit that they are simply just not as smart as they
would like to be?

Gains in Houston Schools: How Real Are They?
By DIANA JEAN SCHEMO and FORD FESSENDEN

Published: December 3, 2003


HOUSTON - As a student at Jefferson Davis High here, Rosa Arevelo seemed the
"Texas miracle" in motion. After years of classroom drills, she passed the
high school exam required for graduation on her first try. A program of
college prep courses earned her the designation "Texas scholar."

At the University of Houston, though, Ms. Arevelo discovered the distance
between what Texas public schools called success and what she needed to
know. Trained to write five-paragraph "persuasive essays" for the state
exam, she was stumped by her first writing assignment. She failed the
college entrance exam in math twice, even with a year of remedial algebra.
At 19, she gave up and went to trade school.

"I had good grades in high school, so I thought I could do well in college,"
Ms. Arevelo said. "I thought I was getting a good education. I was shocked."

In recent years, Texas has trumpeted the academic gains of Ms. Arevelo and
millions more students largely on the basis of a state test, the Texas
Assessment of Academic Skills, or TAAS. As a presidential candidate, Texas's
former governor, George W. Bush, contended that Texas's methods of holding
schools responsible for student performance had brought huge improvements in
passing rates and remarkable strides in eliminating the gap between white
and minority children.

The claims catapulted Houston's superintendent, Rod Paige, to Washington as
education secretary and made Texas a model for the country. The education
law signed by President Bush in January 2002, No Child Left Behind, gives
public schools 12 years to match Houston's success and bring virtually all
children to academic proficiency.

But an examination of the performance of students in Houston by The New York
Times raises serious doubts about the magnitude of those gains. Scores on a
national exam that Houston students took alongside the Texas exam from 1999
to 2002 showed much smaller gains and falling scores in high school reading.

Compared with the rest of the country, Houston's gains on the national exam,
the Stanford Achievement Test, were modest. The improvements in middle and
elementary school were a fraction of those depicted by the Texas test and
were similar to those posted on the Stanford test by students in Los
Angeles.

Over all, a comparison of the performance of Houston students who took the
Stanford exam in 2002 and in 1999 showed most did not advance in relation to
their counterparts across the nation. More than half of them either remained
in the same place or lost ground in reading and math.

"Is it better or worse than what's going on anywhere else?" said Edward H.
Haertel, a professor of education at Stanford University. "On average it
looks like it's not." Stanford University has no relationship to the test.

In an interview, Dr. Paige defended Texas's system, saying that it had
gradually raised the standards for success over the last 20 years. "Texas
measures far more than minimal skills," he said. "The bar is far above what
other districts use."

But questions about Houston's accomplishments are increasing. In June, the
Texas Education Agency found rampant undercounting of school dropouts.
Houston school officials have also been accused of overstating how many high
school graduates were college bound and of failing to report violent crimes
in schools to state authorities.

The Houston officials strenuously defend the district's record.

Kathryn Sanchez, head of assessment for Houston's schools, said students
were doing well on both the Texas exam and the Stanford test, given the
city's large number of poor and minority students. Ms. Sanchez said that
Houston students had also done well on the National Assessment of
Educational Progress, a federally mandated test widely referred to as "the
nation's report card."

On that test, fourth graders in Houston and New York outdid children in four
other cities in writing, to score at the national average. Fourth graders in
New York and Houston also led children in other cities in reading, yet fell
short of the national average. Of all six cities, however, Houston excluded
the most children with limited English from taking the national assessment,
and some researchers suggest that removing such students may have helped
raise Houston's score.

http://www.nytimes.com/2003/12/03/national/03HOUS.html?ex=1071723600&en=72066adbb5883864&ei=5004&partner=UNTD