Rachel Jeantel, a witness for the prosecution in the George Zimmerman murder trial, when presented with a letter she supposedly wrote to the Martin family replied that she did not read cursive. She is not alone. Here are a few achievement scores from her predominately black school: Thirty-nine percent of the students score basic for reading, and 38 percent score below basic. In math, 37 percent score basic, and 50 percent score below basic. Below basic is the score when a student is unable to demonstrate even partial mastery of knowledge and skills fundamental for proficient work at his grade level. Basic indicates only partial mastery.
66.1 percent of Black students entering high school in 2006 graduated in 2010. Nationally, only 26 percent of black students graduate six years after entering college.
In a recent article, Walter Williams, the conservative economist from George Mason University, disparages the current educational system and its tendency to avoid serious testing. He is particularly interested in the failure of the educational system to test black men. He implies there is a subtle racist factor here, a lack of confidence in the black student generally. How then, he asks, do blacks do so well in two of America's most competitive and selective areas, athletics and entertainment?
In a recent discussion about this question an interesting explanation for these selective successes was presented: Coaching. Both athletics and entertainment channel talent through rigorous coaching. True, it is very selective and only the highest level proceed--which in itself might be highly selective--but there is no question during the discussion that coaching is remarkably influential on young people. And both entertainment and athletics recognize the value of training.
This is a provocative idea. Imagine an educational system with a developmental arm, a training and coaching arm, in addition to its educational one, a program of mentoring, institutionalized and permanent, perhaps rotational, perhaps permanent, perhaps chosen by the student himself, where academic and civic problems could be developed and explored starting in the first grade. It would be expensive and would become ideologically plagued and union ridden but, if the long term advantages could be kept in vision, it would be an interesting notion to explore. A few studies varying mentor numbers, time spent, mentor education requirements and the like would be simple and inexpensive to start. It would take a long time to evaluate, of course, but the current experiment certainly doesn't work and who knows what the country will suffer because of it.
66.1 percent of Black students entering high school in 2006 graduated in 2010. Nationally, only 26 percent of black students graduate six years after entering college.
In a recent article, Walter Williams, the conservative economist from George Mason University, disparages the current educational system and its tendency to avoid serious testing. He is particularly interested in the failure of the educational system to test black men. He implies there is a subtle racist factor here, a lack of confidence in the black student generally. How then, he asks, do blacks do so well in two of America's most competitive and selective areas, athletics and entertainment?
In a recent discussion about this question an interesting explanation for these selective successes was presented: Coaching. Both athletics and entertainment channel talent through rigorous coaching. True, it is very selective and only the highest level proceed--which in itself might be highly selective--but there is no question during the discussion that coaching is remarkably influential on young people. And both entertainment and athletics recognize the value of training.
This is a provocative idea. Imagine an educational system with a developmental arm, a training and coaching arm, in addition to its educational one, a program of mentoring, institutionalized and permanent, perhaps rotational, perhaps permanent, perhaps chosen by the student himself, where academic and civic problems could be developed and explored starting in the first grade. It would be expensive and would become ideologically plagued and union ridden but, if the long term advantages could be kept in vision, it would be an interesting notion to explore. A few studies varying mentor numbers, time spent, mentor education requirements and the like would be simple and inexpensive to start. It would take a long time to evaluate, of course, but the current experiment certainly doesn't work and who knows what the country will suffer because of it.
The problem needs more than money; it needs a plan.
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