Liberals Fail Seattle Public Schools
What do liberals in the Seattle Public School system say about white people?
Those aspects of society that overtly and covertly attribute value and normality to white people and Whiteness, and devalue, stereotype, and label people of color as "other", different, less than, or render them invisible. Examples of these norms include defining white skin tones as nude or flesh colored, having a future time orientation, emphasizing individualism as opposed to a more collective ideology, defining one form of English as standard, and identifying only Whites as great writers or composers.
The incoherent nonsense above appeared on their Seattle public schools official website. It's typical of the racial Marxism promoted in many public school systems as half the black and Hispanic students drop out and half of those that do graduate are functional illiterates. It was pulled after the controversy was published in the Seattle press.
Yet, while non-Asian minorities fail in large numbers in public schools liberals control and operate, they are fixated on hating white people and the successful white culture that Asians so take advantage of for their success. These mostly self-hating white leftists are simply at a loss trying to maintain failed Hispanic and black culture while at the time trying to educate non-Asian minorities to be useful members of society.
But as whites continue to flee the crime-ridden and anti-white racist culture of the Seattle Public School system, officials have come up with just the fix to boost their sinking graduation rates: lower the standards again. But before we get to that, let's look at some troubling facts on Seattle Public Schools.
As the above shows Seattle Public Schools is only about 43% white. This fact alone accounts for it's low graduation rate. Is it a coincidence that its 63% graduation rate tracks well with about 63% of the student body that's white and Asian? This is borne out by a study paid for the Bill & Melinda Gates Foundation.
High School Graduation Rates in Washington State:
by Jay P. Greene, Ph.D. Senior Fellow, Manhattan Institute for Policy Research
He notes that:
- Only 67% of all Washington State public school students from the class of 2001 graduated from high school;
- This is significantly lower than the 82% graduation rate suggested by official Washington State statistics;
- Graduation rates are significantly lower for African-American students (53%), Latino (47%) and Native Americans (47%). Graduation rates are higher for white (70%) and Asian-American (77%) students;
- Graduation rates for some of the other largest city school districts include Seattle (71%), Spokane (71%), Vancouver (63%), and Tacoma (51%).
The report put out in 2002 shows the school district has dropped almost 6 points in 6 years on it's graduation rates. School officials know very well the problems are non-Asian minorities and that problem is reflected across the nation.
Their view is these minorities can't compete in a merit based society in a culture they see as "white." To save their political skins they want to change the rules to something they believe these chronic under-achiever groups they refuse to teach can pass.
This is borne out by the statements of Caprice D. Hollins, Psy.D. Director of Equity & Race Relations, Seattle Public Schools when they replaced their racist diatribe. They claim their "work in the area of race and social justice" is misunderstood. It's not about "us against them" but their stated rejection of "concepts such as a melting pot or colorblind mentality."
In other words they are racists, period. Their job is education and treating all students equally, something they refuse to do. Their agenda is racism and like most leftists they exploit an issue they help create. Because they believe non-Asian minorities can't be educated the same as white people, the proof shows up in the sorry results they produce.
Below ref. Seattle schools may lower grade-point requirement for graduation
September 16, 2009 The Seattle Times
Seattle Public Schools may do away with a nearly decade-old requirement that all students earn a C average to graduate, and an even-older policy that athletes maintain a C average to play on school teams...a D average will be good enough to earn a high-school diploma. Student athletes would need to pass five of six classes with D grades or better...
Counselors also hope the change would encourage some students to stay in school because they would have a greater chance of graduating and some would be more willing to try challenging classes. School Board member Harium Martin-Morris said it's also a matter of consistency. If students get credit for a class with a D, he says, then that should count toward graduation, too.
In addition to removing the C-average requirement, the staff also has proposed a number of other grading changes, including a move to an 11-point grading system, which allows teachers to give plus and minus grades...District officials say they could not find another large school district in the state that required a C average for graduation, although a number of them require students to pass more classes than does Seattle.
So what does the above show us? Many of their students don't take challenging classes. That lowering the standards is the only way they believe failing students (meaning non-Asian minorities) will stay in school. What it really shows is they have given up on teaching all together.
The table above from official sources is also very troubling. It shows steady improvement in reading and writing while at the same time scores plummet in science and math across the board. I believe myself there's something going on here. It's easy to "fudge" reading and writing scores by dumbing down the test, but this is nearly impossible with math or science that rely on reasoning skills and not rote memorization or coaching the test.
That pattern repeats itself across almost every Washington State school district I checked regardless of racial composition. The only way these systems differ is schools that are more white (except some large urban areas) have far higher graduation rates. Because we have the graduation rates for Seattle (71%), Spokane (71%), Vancouver (63%), and Tacoma (51%) in 2002 from Dr. Greene in 2002, let's see what we have today.
Wow! This looks great as the other school districts mostly fell while Tacoma went up by a large percentage. Here is the proof they desperately want to prove minority dominated schools can actually graduate reasonable numbers of students. The only problem is the figure is a lie. To quote KCPQ-TV September 17, 2009:
We checked other local school districts to find out graduation requirements. Tacoma has a "D" average requirement with 23 credits needed to graduate. Everett has a "D" average requirement with 22 credits needed. Kent has a "D" average requirement with 23 credits needed. Seattle Public Schools students need 20 credits to graduate.
Add that low number of credits in with lower grade standards, we're sure to improve those lagging minority graduation rates. Note Tacoma has far fewer Asian students as a percentage than Seattle.
From the Seattle press:
Ref. http://www.seattlepi.com/local/272550_race02.html, School district pulls Web site after examples of racism spark controversy.
Ref. href="http://www.seattlepi.com/opinion/272248_future01.html, Planning ahead is considered racist? by Andrew J. Coulson
From the Seattle Public Schools website July 1, 2010: Equity and Race Relations
In response to the numerous concerns voiced regarding definitions posted on the Equity & Race website, we have decided to revise our website in a way that will hopefully provide more context to readers around the work that Seattle Public Schools is doing to address institutional racism.
The intended purpose of our work in the area of race and social justice is to bring communities together through open dialogue and honest reflection around what is meant by racism and the impact is has on our society and more specifically, our students.
Our intention is not to put up additional barriers or develop an "us against them" mindset, nor is it to continue to hold onto unsuccessful concepts such as a melting pot or colorblind mentality.
It is our hope that we can explore the work of leading scholars in the areas of race and social justice issues to help us understand the dynamics and realities of how racism permeate throughout our society and use their knowledge to help us create meaningful change. This difficult work is vital to the success of our students and families. Thank you for sharing your concerns.
Caprice D. Hollins, Psy.D. Director of Equity & Race Relations
Seattle Public Schools
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