posts 31 - 32 of 32
withered wojak
Boston, MA, US
Posts: 21

Racism through testing

So from my experience with arguing with race-realists, the sentiment that blacks are dumber runs deep. Sometimes they try to justify it with bunked science especially dudes like Richard Lynn and his book IQ and the Wealth of Nations. These books obviously have racial biases within the authors, but they also have another thing. These books base their conclusions of the IQ test. The IQ test was originally invented by Alfred Binet and Theodore Simon. They were two french men and they had to create a test that would allow for distinguishing developmentally delayed children from normally intelligent, but lazy children. This test has been used throughout the years to discriminate against those who express intelligence in different ways, and the criticisms reflect that. From Psychology Today, "Criticisms have ranged from the claim that IQ tests are unfair to those who are disadvantaged, to the claim that the test items have changed little over the years, to the charge that IQ tests minimize the importance of creativity, practical intelligence, character, virtue, and morality, to the claim that all IQ test makers and theorists believe that intelligence is an immutable property of the brain".

How does this connect to the exam school test?

Well, similar to iq tests, there are great differences in scores between the races. In IQ and the Wealth of Nations, they make use of IQ charts which showed horrible gaps in IQ where Africa was down in the low 60s, while Europe was around the 90/100 range and parts of Asia were above 100. The ISEE has produced similar results where there is the over-representation of white and Asian students and the under-representation of black and latino students. Two conclusions can be reached from these differences (and I believe Mr. Kendi said this), either there's something wrong with the people (how race realists see it) or there's something wrong with their material conditions (my stance), or that there is something wrong with the test. I believe that if we were to improve the younger grade schools then we would see a more representative population in the exam schools.

I hope this makes sense.

Boston, MA, US
Posts: 12

Will the proposed plan do more harm than good?

While it’s clear that the racial makeup of Boston Latin School is not an accurate representation of the rest of Boston Public Schools, I don’t think that BLS is what we should prioritize changing. The solution seems like the easy choice, something people do to feel like they’re helping less fortunate kids while ignoring the bigger, more systemic issues. Putting children into a school in which they are unprepared for isn’t helping them as much as it would hurt them. The accelerated curriculum isn’t something that students are prepared for across BPS elementary and middle schools. I believe that we need to start our changes at the very beginning, with elementary and middle schools, because that is where students develop their base which can determine the personal difficulty of the rest of their learning experience. Schools in higher income, predominantly white neighborhoods have more funding, and can afford to give their students a better education and more opportunities; schools in lower income neighborhoods with a student body mainly composed of black and latinx kids can’t do this, some can’t even afford new/updated textbooks or working computers. I saw this firsthand growing up, my elementary school was more white than the others in my neighborhood, and we were clearly given more opportunities, there were multiple dances a year for students and their families, my AWC class even learned Japanese, and our teacher would tell us about the ISEE and the exam schools. In stark contrast was my middle school, which I only attended for one year, although it was a K-8 school. It was a bigger building with a bigger student body, most of it being latinx and black kids, it was clearly not receiving sufficient funds and didn’t have the resources my elementary school had. As far as I know, maybe 2 teachers told their students about the ISEE, and a majority of the kids who took it were in the one AWC class (there were 7 6th grade travel groups); I knew 4 people other than me who got into BLS, all from that one class, in total I think maybe 8 kids got into BLS from my neighborhood. These schools were in the same zip code, and now they are both K-8, with seats determined by zip code, which school do you think will take up a majority of those seats? There are flaws with the proposed plan, but I do think that this year, given the circumstances, it will be a decent fix, but those who can afford to move to neighborhoods with more seats to give their child a better chance will, and where will that leave those who can barely afford the place they are living now? While the intent was good, there was failure to look into long term effects, such as a large scale gentrification, displacing hundreds of people who won’t be able to afford living in the city anymore due to prices skyrocketing, and we will end up in the same place, with rich white people making up the majority of the student body. Therefore, the best and longest lasting solution is to fix our primary schools, the fact that two PUBLIC schools can be so different in the future they provide for a student is wrong, it’s not supposed to be like a public and private school. If we truly want to give our children the best opportunities we can, we must start by making a fair playing ground, and giving every Boston Public School sufficient funds and a uniform curriculum that actually would cover what’s on the entrance exams. Also, making the test more of a requirement, so everyone is given the opportunity to at least try.
posts 31 - 32 of 32