That’s awesome that you finally cited some information about federal funding. But don’t try to pretend it was there all along!
Hopefully you understand that federal funding disproportionately goes to Title 1 and SpEd. So that nine percent of all public school revenue coming from the feds will make up a lot of disparities between richer and poorer school districts. Is it enough? I would say no. But whether it is enough to even out the disparities in pure numerical terms, as referenced in other reports, is another question. You have flatly asserted that it is not, and have yet to prove that. I consider the question yet to be decided either way.
I think you are just finding why it was silly not to check cites.
Again you were not saying that. Your tiresome “So more money is spent on them” only works for your sorry ideas if that was indeed the case. It was only half the truth, the whole truth is that in the USA there are many districts that are short-changing large percentages of low-income and minority students.
One old study that doesn’t even use DNA does not a “fact” make, particularly given the replicability crisis in academia. Furthermore, that study seems to be out to debunk the “African genes make someone abnormally stupid “ paradigm, which as you know is not my prior. Let’s see some using DNA that, ideally, compare people from a single African ethnic group and include subjects with varying amounts of Northern European or East Asian ancestry.
How about showing that Northern European DNA matches up with an “Ethnic Group”.
But you do realize that you are still the one making an unfalsifiable claim and who needs to produce evidence.
Try googling for “Russell’s teapot” if this concept isn’t clear to you.
It compared different levels of African and European ancestry within African Americans. If your hypothesis is correct, those with less African ancestry and more European ancestry (Which would include more Northern European ancestry) would have scored higher.
This experiment found that they did not score any differently.
The results of this experiment directly refute your hypothesis. That might be a hard thing to accept, but it’s true. I’d love to see a new study with modern methods looking at the same thing, but the methods they used were solid science.
You could say that about any scientific study published in a reputable peer-reviewed journal. Yet there is a crisis of lack of reproducibility in psychology and biomedical science (among others). Given that, hanging your hat on one study from long ago that doesn’t use modern methods is very shaky and really represents wishful thinking. Why does this one old study debunk all other findings, instead of vice versa? Because this is the one you want to be true. There is no other reason.
Am I wrong in detecting more than a whiff of disapproval in this statement? If I’m not, what would you propose? Requiring intellectually disabled students to sit in grade school chairs year after year, getting failing grades and repeating the same methods used on their neurotypical peers (er, fellow students: after a while, they are no longer “peers” in the sense of being in the same age cohort)?
And then what? If they turn nineteen while still sitting in third or fourth grade classrooms, do they get to leave? Or should they stay in elementary school on into their twenties, thirties, and beyond if they don’t surpass a fifth grade reading level?
Or would you go the other way, and say they should get expelled from school altogether if they don’t meet neurotypical grade level standards, or if their autism or other mental health issue causes them to throw fits, or just lie on the floor (as many of my wife’s students are wont to do)?
The Slacker is also clueless on how to use Google. By checking on Google Scholar one has to follow what studies do cite the Scarr one and we get studies like this:
Once they turn 18 they can drop out of school if they like, no matter what their level of achievement, or lack thereof.
Ideally there would be standards such that a high school diploma meant that the student had reached some minimal level of achievement. We could debate the details, but ISTM that a diploma ought to mean more than a certificate of attendance.
But some kids aren’t going to learn, for a variety of reasons ranging from “bad school” to “no responsible parent in the home” to “no motivation” to “he’s stupid”.
There are no conflicting findings that looked at the same thing. No studies that identified genes for higher or lower intelligence and mapped their relative commanlity in different populations. And no studies that looked at IQ test scores within a socially-identified race (like black people) and compared them against actual biological population ancestry and found a correlation. Your hypothesis does not fit all the facts.
I’ll note that I’m not putting forward a conclusion to explain the test score disparity. I think culture and society are more likely, and actually fit the facts, unlike the genetic hypothesis, but it’s almost impossible to prove an absence of genetic involvement in something.
And I’m so hard on your hypothesis because not only is the science so weak, but bad science in support of white supremacism is responsible for some of the worst suffering in human history. It’s morally wrong and harmful to humanity to put forward such a conclusion with so much evidence against it, and so little for it. There’s a terrible history behind that kind of pseudoscience. You should stop doing so. And it’s utterly ridiculous that you can’t see a connection between your odd sense of ethnic pride that just so happens to match your feelings of genetic intellectual superiority (with Asians or whoever thrown in, presumably just to convince yourself that it’s not white supremacism). It’s not a coincidence, any more than David Duke’s pride in his European heritage matched with his own white supremacism.
But I’d probably better not start down the slippery slope of making the SDMB not only a bad habit, but one that costs me money.
Stop, you’re hurting my brain with this technical terminology! :rolleyes: Do I understand you to mean that until age 18, you’d have those who are unable to surpass fourth grade reading standards stay in the same classroom with nine or ten year olds, getting the same lessons with no extra help or special education teachers? No paras even?
As for the meaning of a diploma: at my wife’s high school, and perhaps statewide, SpEd students who don’t take and pass the regular mainstream required courses get a different diploma when they graduate. Is that acceptable to you?
Andy, all it takes is knowing how I feel about the GOP, and Trump in particular, to debunk the idea that I’m invested in thinking “American white people are just the best”. I do hate when all of us are lumped together, as we are not as overwhelmingly Republican as black people are overwhelmingly Democratic. But while white people as a group outperform black people as a group on IQ tests, they underperform them on an even more important intelligence test, one that is conducted in polling booths across the country on the first Tuesday after the first Monday of November.
Kind feelings about black people don’t excuse pseudoscientific white supremacism. I recognize that you bear no ill will towards black people, but that doesn’t make it okay to spout about their supposed inherent genetic intellectual inferiority towards northern Europeans and Asians. And it’s based on crap science – there’s far more evidence against your hypothesis than for it.
It’s not just kind (and appreciative) feelings toward black people. I’m also ticked off at all the white people, including even a majority of white women, who voted for Trump.
I am too, but that doesn’t excuse advocating for pseudoscientific crap about inherent genetic intellectual inferiority/superiority between races/ethnic groups.
Yet what you call “pseudoscientific” (that genetics accounts for at least part of the racial disparity in IQ) appears to be what most of the scientists who study intelligence consider more likely than its being entirely environmental.
Who cares what room they’re in? They should be studying third grade material until they master it, then move on to fourth grade, and so on. If they have gotten to be 18 and still haven’t mastered it, oh well.
Not based on surveys and such that I’ve seen. Further, “maybe there is some difference in prevalence of genes for intelligence among different populations” is very, very different than “black people in general have inferior genes for high intelligence than Northern Europeans and Asians”.