“by fifth grade, only 18 percent of students are proficient in math and 20 percent of students are proficient in English”
Schools that are failing students in basic and necessary subjects like reading and math really have no business wasting time on social justice.
City Journal reports:
The story of Buffalo Public Schools is a sad and familiar one: a dying industrial town, underperforming inner-city schools, and high rates of failure among racial minorities. Instead of focusing on improving academic achievement, however, Buffalo school administrators have adopted fashionable new pedagogies: “culturally responsive teaching,” “pedagogy of liberation,” “equity-based instructional strategies,” and an “emancipatory curriculum.”
Buffalo Public Schools diversity czar Fatima Morell, architect of the district’s pedagogical revolution, summarizes these dense phrases in a single word: “woke.” Last year, in her role as director of the Office of Culturally and Linguistically Responsive Initiatives, Morell created a new curriculum promoting Black Lives Matter in the classroom and an “antiracist” training program for teachers. According to one veteran teacher, who requested anonymity, Morell’s training programs have pushed “radical politics” and, in practice, become a series of “scoldings, guilt-trips, and demands to demean oneself simply to make another feel ‘empowered.’” Teachers must submit to these “manipulative mind games” and express support for Morell’s left-wing politics, or risk professional retaliation.
During one all-hands training session, the details of which I have obtained through a whistleblower, Morell claimed that America “is built on racism” and that all Americans are guilty of “implicit racial bias.” She argued that “America’s sickness” leads some whites to believe that blacks are “not human,” which makes it “easier to shoot someone in the back seven times if you feel like it.”…
The new training sessions and curriculum are unlikely to lead to better student academic outcomes. Buffalo Public Schools have been an abject failure: by fifth grade, only 18 percent of students are proficient in math and 20 percent of students are proficient in English; one-third of all students fail to graduate from high school.
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