Analyzing the 2017 California State Proficiency Test Scores in English and Math. The Liberals Still Don't Get It!

This article was written by Sharon Noguchi and was published on the front page of the 9/28/2017 edition of the East Bay Times. The findings addressed in the article were virtually identical to those from 12 other states, and the Virgin Islands, where students in the same grades took identical tests. The article bemoans the fact that minorities continue to flounder in our public schools and that all efforts to reverse this long standing trend have failed to achieve any meaningful benefit to our community or the minority students. Dan Walters, in a recent editorial, called the results shameful. Walters was right about one thing, our educational system in California is an enormous waste of time and money! Always has been and always will be, because the liberals who run our state believe that we all are born with rough fully equal intelligence and, if given half a chance, will all be equally successful in life. I will not nitpick the explanations provided by the public officials who gave a variety of lame-brained excuses for the miserable results achieved in our public school system. Rather, I would make the case that Noguchi, Walters and the editors of the Times have unwittingly provided undisputable proof that it is not the school system that is failing; rather, it is the inferior intellectual capacity of our minority students that is the root of this ongoing educational and social dilemma. Our failure to recognize the obvious ethnic intellectual differences in the five groups of students studied, Asian, White, Filipino, Latin/Hispanic and African-American is the problem, not the teachers who attempt to educate them. Our political leaders refusal to accept the fact, that you cannot make a silk purse out of a sow's ear, no matter how much money you throw at the project (school busing, affirmative action, head start, etc.) has cost our state, and the nation hundreds of billions of dollars each year. First, let's start by reviewing the highlights of the study. The results of the proficiency tests were, for all practical purposes, identical with respect to how the various ethnic groups faired on the math and English tests. Without a single exception, the Asians led the pack and were closely followed by the Whites and Filipinos. Again, without a single exception, the Latinos and African-Americans trailed far behind in every school district studied, as well as the state of California as a whole. Similarly, with one exception, the African-Americans were dead last in math and English proficiency, in every school studied and throughout the state of California. This exception occurred in the county of Santa Clara where slightly more African-Americans (46%) passed the English test than did their Latino/Hispanics counterparts (37%). This should have come as no surprise since, for the vast majority of the Latinos, English is their second language. In this one outlier, 33% of African-American students also were proficient in math while only 27% of Latinos could pass the math test. It is important to realize that these racial differences in math and English proficiency were not slight statistical variations, rather they were enormous disparities in educational achievement. For example, in Contra Costa county 79% of Asians and 70% of Whites were proficient in English while only 26% of African-American students could pass the English test. Similarly, in Contra Costa county 76% of Asians and 60% of Whiles were proficient in Math while only 16% of African-American students could pass the Math test. These marked differences in educational achievement between the races (Asian, White and Filipino on the one hand) and (Latino/African-American on the other) were similar throughout the state of California, the other states studied and the Virgin Islands. IQ tests of any kind have been reviled, and largely ignored, by the scholastic community and the liberal press for the past 25 years. Amazingly, Sharon Noguchi and the editors of the Times do not seem to realize that their article on the English and Math proficiency of California students is, in actuality, nothing more than a test of the inherited genetic differences in the IQs of the students studied. Not surprisingly, the ethnic breakdown of the educational proficiency scores achieved in California are identical to the ethnic differences in cognitive ability described in Part 111 of Richard J. Herrnstein and Charles Murray's masterpiece The Bell Curve, first published in 1996. Yes, Noguchi and the editorial board of the Times, unwittingly, have used the most recent data from the California student proficiency tests to prove, once again, that when it comes to education, ethnic inherited intelligence is everything! Yes, those Asians at Cal work hard for their grades but, on average, they also were 3 to 7 IQ points smarter than the rest of us to begin with. Still not convinced! Consider this fact. Jewish people make up about 0.02 % of the world's population yet 35% of my medical school class were Jewish. More significantly, despite the fact that there are so few Jewish people walking the face of the earth, 12.5% of all billionaires are Jewish. There is a reason this segment of the population become so wealthy, they were just a lot smarter than the rest of us to begin with! In the case of Ashkenazi European Jews, 18 IQ points smarter! Now a word or two about one of the really dumb ones, that would be Colon Kaepernick. This is the story of a black kid who was raised by well-to-do white parents in an upper-crust society. Kaepernick, despite all the advantages that were given to him, with his Afro haircut and numerous tattoos (a sure sign of stupidity), remains as black as the ace of spades and as stupid as a box of rocks. His parents must be extremely proud of him! In subsequent blogs I will suggest some simple changes that we as a society can, and should make, to address the inequalities in inherited intellectual capacity that we face in today's America.