DAILYKENN.com -- Black high school students are more three times as likely to be expelled than white students.
It's a national phenomenon that was documented by the New York Equity Coalition and "underscores the research that shows black students nationwide are being suspended at far greater rates than white students," according to The Buffalo News.
For example: "Across the rest of Erie County, black students made up only 5 percent of the enrollment, but accounted for 21 percent of the suspensions."
The Buffalo News article seemed intent and content to focus on the suspension disparity between black and white students while apparently redacting any references to East Asian students who historically maintain high academic outcomes and few suspensions relative to white students.
Social engineers appear befuddled by the persistent failure of black students and, while rehearsing such terms "inequity", suggest the cause of black failure is white racism.
In reality black students in the aggregate fall behind other ethnic groups in academics and discipline because, collectivedly, they have intellects that are in the sweet spot of IQs ranging from upper 70s to mid 90s. Group intelligence predicts both academic and discipline failure.
The Department of Education reports, "According to the Civil Rights Data Collection, black students are suspended and expelled at a rate three times greater than white students."
The Civil Rights Data Collection compares failing ethnic groups to whites but excludes East Asians from comparaisons. "Black students are suspended and expelled at a rate three times greater than white students. On average, 5% of white students are suspended, compared to 16% of black students. American Indian and Native-Alaskan students are also disproportionately suspended and expelled, representing less than 1% of the student population but 2% of out-of-school suspensions and 3% of expulsions."
While social engineers struggle for solutions, I suggest the following: Encourage people with IQs over 100 to make more babies and those with IQs under 100 to make fewer babies.
Another solution, though not suggested, is mass miscegenation that will ultimately create a universal blended uni-race.
A third option would be separate-but-equal segregation in which black students would be compared to other blacks rather than compared to whites and East Asians.
In 1964 the panacea for inequal outcomes was forced racial integration. Social engineers theorized that placing black and white students in the same classrooms would erase the apparent edge up enjoyed by privileged white students.
That experiment failed but persists on moral grounds.
From The Buffalo News ▼ Jay Rey
When it comes to school discipline, Buffalo suspends students at a higher rate than any of the large urban districts in New York State.
Not only that, but black students in Buffalo are more than twice as likely to be suspended than their white classmates. Most susceptible are black males in the city’s high schools.
But those inequities go far beyond Buffalo.
Across the rest of Erie County, for example, black students make up a small percentage of school enrollment, but account for more than one-fifth of the suspensions.
That’s according to a new report from a statewide coalition trying to shed a spotlight on the racial disparities in how districts across the state impose out-of-school suspensions.
The report, being released Monday by the New York Equity Coalition, underscores the research that shows black students nationwide are being suspended at far greater rates than white students and that there needs to be more alternatives to the traditional punitive model of school discipline.
The issue is coming up now, because the New York State Board of Regents is expected to adopt regulations intent on holding districts more accountable for the number of out-of-school suspensions they’re doling out.
“When we look at the statewide data, we see an extraordinary difference in how schools impose out-of-school suspensions on black students and white students and this is important because an out-of-school suspension means the loss of valuable instruction time,” said Ian Rosenblum, executive director of the Education Trust-New York.
“Also,” Rosenblum said, “it speaks directly to the school climate and whether that climate enables all students to be successful.”
Buffalo Superintendent Kriner Cash applauded the watchdog group. He called this a long-standing justice issue in education.
In fact, Cash said student suspensions were one of the four big issues — attendance, over-referral to special education and failing schools, being the others — that framed his plans for reform when he took over the troubled urban district in 2015.
“We are tackling it,” Cash said, “and addressing it on a number of fronts.”
Suspension rates differ
The Education Trust, a non-profit that advocates for students of color and low income, is a member of the equity coalition, which also includes parent, business, education and civil rights groups. It analyzed state data that showed the number of students who were suspended at least once during the 2016-17 school year.
Some of the findings:
• Buffalo had the highest overall suspension rate when compared to its peers around the state — Rochester, Syracuse and Yonkers. Nearly 14 percent of students in Buffalo received at least one suspension.
• Buffalo is twice as likely to suspend black students than white students. Nineteen percent of black students had at least one suspension, compared to roughly 9 percent of whites. The suspension rate for black students in Buffalo also was the highest when stacked up against Rochester, Syracuse and Yonkers. In New York City, the overall suspension is lower because of how the district imposes out-of-school suspensions, but the suspensions are also racially disproportionate.
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