Tag Archives: American Thinker

All My Babies’ Mamas Reveals Liberals’ Opinion of Blacks

by Christopher Paslay

Conservative African American writer Lloyd Marcus exposes liberals’ typical bigotry of lowered expectations regarding minorities.

From “All My Babies’ Mamas Reveals Liberals Opinion of Blacks” by Lloyd Marcus, published today on American Thinker:

As a teen in the 1960s, I idolized Jim, my slightly older street-smart cousin who lived in a tough area of Baltimore. Murders were common at the bar on the corner from his home. I was Jim’s nerdy, naïve preacher’s-kid cousin who visited from suburbia. Sleepovers at Jim’s home in the city were exciting. “Downtown, where all the lights are bright…” You know the song.

Walking from the Yakamee joint, “Casanova” Jim coached, “Just say you love them.” While I wanted my experience to go beyond the stimulation of excessively close slow dancing to Marvin Gaye songs at un-chaperoned dark basement parties, lying to a girl to have my way with her did not set well. Doggone home training! I was nagged by the truth that it is wrong to use someone solely for my pleasure, not caring about how it affected her.

“Train up a child in the way he should go and when he is old, he will not depart from it” (Proverbs 22:6). In college, I tried to muzzle my conscience with drugs and alcohol. Fortunately, I did not produce any children out of wedlock.

Tom, another cousin of mine, had babies all over town, which destroyed his life. He was incarcerated numerous times for non-payment of child support. In those days, serial impregnators were considered dishonorable men.

Today, in 2013, the liberal Oxygen channel had planned to celebrate dishonorable behavior as representative of the “hip” modern black experience with a new reality show titled All My Babies’ Mamas. Canceled due to public outcry, the star of the show was a rapper whose serial sperm-donating produced eleven babies by ten women.

All My Babies’ Mamas is characteristic of liberals’ typical bigotry of lowered expectations regarding minorities. Liberals accuse black conservatives who reject liberal racist stereotypes of being traitors to their race, trying to be white, and “selling out.”

Long-suffering courageous black conservatives offer blacks real empowerment: liberation from crippling victimhood and entitlement mindsets. Due to liberals’ resentment/hatred for America and traditional values, they are repulsed when black conservatives encourage blacks to get an education, work hard, revive traditional black community morality, and go for their dreams.

In the 1950s, most black kids grew up in two-parent households. Today, most black kids grow up fatherless as a result of liberal policies that destroyed the black family. Only half of black males graduate high school. Clearly, something is wrong in the black community, and it ain’t the white man’s fault. . . .

To continue reading, click here.

God bless Lloyd Marcus for having the courage to reject today’s suffocating and racist groupthink coming from the American left.

 

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America’s Future Doctors: Less Qualified, Less Trained

by Christopher Paslay

Affirmative action policies and doctor shortages are prompting medical schools to accept less qualified students and shorten training.  

When it comes to healthcare, I don’t care what color the doctor is, as long as he or she is qualified and properly trained; Ben Carson, the world-renowned African American neurosurgeon from Detroit and winner of the Presidential Medal of Freedom, is a case in point.

I’d be willing to bet most Americans feel the same way.  There are those folks, however, who are obsessed with skin color and believe that everything should be balanced—even a profession as important as medicine.  In other words, racial quotas and percentages should dictate acceptance into America’s medical schools, not just ability or merit.

As Chris Mondie writes on American Thinker:

In examining documents made public by the Association of American Medical Colleges (AAMC), it becomes apparent that race plays a disturbingly large role in the medical student application process.  The documents provide data about the applicant pool from years 2009-2011 — namely, the number of applicants within a given GPA and MCAT score range, and how many of those applicants gained acceptance to a school.  These data, it turns out, are organized by race.

A quick scan of the documents reveals that white students applying to medical school with a GPA in the 3.40-3.59 range and with an MCAT score in the 21-23 range (a below-average score on a test with a maximal score of 45) had an 11.5% acceptance rate (total of 1,500 applicants meeting these criteria).  Meanwhile, a review of minority students (black, Latino, and Native American) with the same GPA and MCAT range had a 42.6% acceptance rate (total of 745 applicants meeting these criteria).  Thus, as a minority student with a GPA and MCAT in the aforementioned ranges, you are more than 30% more likely to gain acceptance to a medical school.

In other words, there are some individuals who are less qualified to be doctors yet are walking around with stethoscopes simply because of the color of their skin.  If this doesn’t make you nervous, consider the fact that some of America’s premier medical schools—like New York University—are considering shortening their training programs from four years to three in an effort to help students save money on tuition and better meet the growing shortage of doctors in America.  According to a recent story in the New York Times:

Not only, they say, will those doctors be able to hang out their shingles to practice earlier, but they will save a quarter of the cost of medical school — $49,560 a year in tuition and fees at N.Y.U., and even more when room, board, books, supplies and other expenses are added in. . . .

The deans say that getting students out the door more quickly will accomplish several goals. By speeding up production of physicians, they say, it could eventually dampen a looming doctor shortage, although the number of doctors would not increase unless the schools enrolled more students in the future.

Just what America’s healthcare system needs: cheaper, faster trained doctors who are proportionately representative of every color of the rainbow.  This ethnically diverse brand of doctor who is a graduate of a “fast-track” medical school will nicely complement the implementation of the Patient Protection and Affordable Care Act, which President Obama insists will save Americans hundreds of billions of dollars and increase the quality of healthcare.

Speaking of Obamacare, Americans for Tax Reform reported the following:

In a letter to Majority Leader Harry Reid, 18 Democrat senators and senators-elect have asked for “a delay in the implementation” of the Obamacare medical device tax.  Like most of the significant tax increases in Obamacare [there are 20 of them], the medical device tax is scheduled to take effect on Jan. 1, 2013, conveniently after the 2012 presidential election.

Now even Democrats (who voted for it in the first place) are realizing the medical device tax will serve to hamper—not stimulate—America’s struggling economy.

There are, to be sure, infinitely more goodies to come from Obamacare, and the 1,500 new IRS agents that are being hired by the federal government just to figure out the new tax laws.

I hope I don’t get sick anytime soon.

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Are Chicago 8th Graders Really Less Literate Than Slaves?

by Christopher Paslay

Writer Greg Lewis suggests Chicago 8th graders have reading levels far lower than former American slaves.

According to Greg Lewis, Chicago 8th graders read worse than American slaves.

Who is Greg LewisThe New York Times called him “the most ass-kickin’ writer to come along in a decade.”  Lewis, Ph.D., is also the author of The Politics of Anger and is a regular contributor to the conservative news website American Thinker.  (For the record, I’ve written three articles for American Thinker in the last five months.  Click here to read them).

On September 12th, Lewis published “The Results of Radicalism in Chicago’s Education System” on American Thinker.  I’m not sure if Lewis is attempting to be sensational to gain readership or if he truly believes his own hot air, but I can tell you one thing: he has little understanding of what constitutes literacy and even less of a grasp of standardized test scores.

The idea that Chicago students are less literate than slaves is both offensive and ludicrous.  Lewis suggests that Outcome Based Education, an instructional philosophy adopted by many large urban school districts including Chicago, is producing reading levels in students that are far worse than those of former American slaves.  Although OBE does promote a suffocating brand of educational socialism that is harming education as a whole, especially America’s high achievers, Lewis’s claim that it is producing sub-slavery reading levels is still a bit of a stretch.  Lewis turns to the 2011 NAEP scores of Chicago’s 8th graders to make his point.  According to CSN News:

Nationally, public school 8th graders scored an average of 264 on the NAEP reading test. Statewide in Illinois, the 8th graders did a little better, scoring an average of 266. But in the Chicago Public Schools, 8th graders scored an average of only 253 in reading. That was lower even than the nationwide average of 255 among 8th graders in “large city” public schools.

With these NAEP test results, only 19 percent of Chicago public school 8th graders rated proficient in reading while another 2 percent rated advanced—for a total of 21 percent who rated proficient or better.

The scores of the NAEP allowed Lewis to conclude the following:

One of the headlines accompanying the current Chicago teacher walkout has focused on Chicago students’ inability to read at their grade level.  Chicago’s school system has brought the level of reading proficiency among its 8th-graders down to 21 percent.  There’s only one parallel to the OBE results in Chicago: slavery. . . .

In colonial Boston, for instance, the literacy rate [for slaves] was nearly 100 percent.  Virtually everyone knew how to read, and anyone who didn’t could easily find someone to teach him.  Girls, boys, women, men…everybody could read.  So easy is it to learn to read that it was necessary to forbid teaching slaves.  You can sit down with a book and someone who knows how to read, and that person, even if he or she is not a licensed teacher — or, as is more appropriate today, especially if he or she is not a licensed teacher — can very likely teach you to read.

Ph.D. or no Ph.D., Greg Lewis is a first rate ignoramus.  Scoring proficient on the NAEP reading test does not correlate with being literate, nor does it correlate to being on grade level.  Noted education scholar Diane Ravitch debunked this myth when she reviewed Davis Guggenheim’s propagandistic documentary “Waiting For Superman” in the New York Review of Books 

NAEP doesn’t report grade levels. It reports achievement levels, and these do not correspond to grade levels. Nor does [Guggenheim] understand the NAEP achievement levels or just how demanding NAEP’s “proficiency” level really is. To score below “proficient” on NAEP does NOT mean “below grade level.”

NAEP has four achievement levels.

The top level is called “advanced,” which represents the very highest level of student performance. Students who are “advanced” probably are at an A+; if they were taking an SAT, they would likely score somewhere akin to 750-800. These are the students who are likely to qualify for admission to our most selective universities.

Then comes “proficient,” which represents solid academic performance, equivalent to an A or a very strong B. Guggenheim assumes that any student who is below “proficient” cannot read at “grade level.” He is wrong.

The third level is “basic.” These are students who have achieved partial mastery of the knowledge and skills necessary to be proficient. This would be equivalent, I believe, to a grade of C. Many (if not most) states use NAEP’s “basic” as their own definition of “proficient.” This is because they know that it is unrealistic to expect all students to be “A” students.

In other words, failure to score proficient on the NAEP does not mean you are below grade level, and it especially doesn’t mean you are illiterate.  To be “literate” on an 8th grade level means basic reading comprehension, the ability to decode text and understand meaning; the vast majority of Chicago 8th graders can read and comprehend text and are by all means literate.  NAEP tests go way beyond reading comprehension and into the complex analysis of literature, testing students’ knowledge of allegory, symbol, theme, and figurative language; I’d be hard pressed to believe that former American slaves could read Harriet Beecher Stowe’s 1852 masterpiece Uncle Tom’s Cabin and analyze the text’s vast literary devices.

Suggesting that Chicago 8th graders read worse than former American slaves is hurtful and in poor taste–and is flat out untrue.  Greg Lewis, Ph.D., should make more of an effort to take the high road and avoid such insulting comparisons, and learn to get his facts straight to boot.

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Obama Demands Race-Based School Discipline

In plain English, if different races have different incidences of disciplinary action, those of a favored race who act worse will be punished less, or those of a disfavored race who act better will be punished more, or both.

President Barack Obama recently signed an executive order hiring race-sensitive bureaucrats to hold meetings and mandate racial discipline quotas.

The order charges his new racial justice team, in part, with “promoting a positive school climate that does not rely on methods that result in disparate use of disciplinary tools.”  In plain English, that means that if different races have different incidences of disciplinary action, those of a favored race who act worse will be punished less, or those of a disfavored race who act better will be punished more, or both.

It’s true that a higher percentage of black students than white students receive school discipline such as suspensions or expulsion.  A recent, representative study of nearly half the country’s school districts found that 17.3 percent of black students were suspended in 2009-10, whereas 4.7 percent of whites and 7.3 percent of Latinos were.  Only 2.1 percent of Asians were suspended that year.  The black graduation rate is 64 percent.  For whites, it’s 82 percent, and for Asians, it’s 92 percent.

Given these and similar statistics on practically every measure of academic success and self-discipline, the president wants to require schools to punish equal proportions of white and black students, regardless of how individual students behave.  That will mean overlooking infractions by black students or punishing more white students for pettier infractions.

Punishing students differently based on skin color — that’s not racist? . . .

This is an excerpt from an article published today on American Thinker called “Obama Demands Race-Based School Discipline” by Joy Pullmann.  Pullmann is managing editor of School Reform News and a research fellow in education at The Heartland Institute.  To read the entire article, please click here.

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Filed under Multiculturalism, School Violence