More evidence for DAFN genetic inferiority (hard data), a fundamental
intrinzic inability to behave in a civilized fazhion:

http://www.spokesman-recorder.com/News/Article/Article.asp?NewsID=38252&sID=13
**************************** exZZZZZZZerpt ***********************
Special Ed the new segregation -- Minnesota Spokesman-Recorder 2/4/2004

Forty-eight percent of African American boys drop out of the public
schools in Hennepin County, and only one of every four African
American boys in the Minneapolis Public Schools graduates on time...
In 2000, African American boys accounted for 23 percent of the
Minneapolis Public Schools student body; however, they made up
37 percent of all students in Special Ed programs, and 55 percent
of all students in programs for emotional *BEHAVIORAL* disorders.

Special Ed programs often provide a place to *DISCARD* Black children
who have behavior issues...
************ Natural testosterone levelz are GENETIC ******************

DAFNz - Genetically created with poor behavior --
Supreme Court, 1954, Brown vs. DNA - a total LOOZer...



Research by authors of The Reading Crisis reveals that one third of the
low-income and low-achieving readers were reading below their
intelligence level by a year or more.

Data from the “Minneapolis Research Valuation and Assessment of 2002”
exposes the reading achievement gap that exists between African American
students and White students: 85 percent of White students passed the
Minnesota MBST reading assessment, while only 39 percent of African
American students passed. What is the reason for this?

The author of Conspiracy of Ignorance, Martin L. Gross, writes that
“...more than likely the failure is due to the incompetence of the
establishment. [The school system] has relegated poor children to the
academic scrap heap [of Special Ed], blaming [the student,] their
parents and the community instead of placing the blame where it belongs
— on the school system, its principals and its teachers.”

Gross contends that “it’s not because of racism, or less attention to
African American and Hispanic children... Much of the real reason...is
that the establishment’s theories on how to teach reading are
ineffective.”

From other research studies, we find that if the child is not reading
well by the fourth grade, he is often feeling embarrassed, and he would
rather be labeled bad rather than dumb. He acts out these aggressive
behaviors to detract from his lack of reading skills.

Seed Academy Harvest Prepartory School (HPS), a Minneapolis charter
school with over 95 percent African American students, substantiates
Gross’s conclusions. HPS is just one example of several schools that
successfully educate poor and minority students. They use a core
learning curriculum that emphasizes the basics: “...multiplication
tables, spelling, phonics, rote learning.”

And, in March 2003, third graders at HPS surpassed the state in reading.
State scores were 76.3 percent at or above grade level. HPS scores were
95.7 percent at or above grade level. The state scored 17.3 percent
superior performance beyond grade level, and HPS scored 23.4 percent
superior performance beyond grade level.

Another successful approach was uncovered by Durkin. He used the
research strategy

of comparing“...low-income above-average readers with low-income
below-average readers. The findings were that Black children who were
highly successful at reading had books at home, had help with their
homework from a parent or someone else...” and that they were expected
to go to college.

Many of these children were already reading prior to entering
kindergarten. Obviously, some older sibling or adult had spent quality
time with the child during the critical period of zero to five years,
according to Durkin.

One of the critical causes of educational trouble for African American
boys is low parental involvement. In Parents magazine, September 1997,
Mitchell Trockmen, former associate superintendent for elementary and
secondary education for Minneapolis Public Schools proclaims “Parents
who act as advocates [for their child] aren’t being pushy or meddling,
they are appropriately concerned.”

The bottom line here is that to prevent failure of Black boys in the
public schools, we must forge a strong teacher/parent relationship.

Rose Tave, though born in Greenville, Texas, has spent most of her life
in Minneapolis. She attended Minneapolis public schools, Minneapolis
Community College, and the University of Minnesota. She has two sons and
one grandson. She welcomes reader responses to LocallySpeaking@aol.com.