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California State Board of Ed Dumbing Down K-12 Math Curriculum to Ensure “Equitable Outcomes”

California State Board of Ed Dumbing Down K-12 Math Curriculum to Ensure “Equitable Outcomes”

The new Framework aims to enable all California students to succeed as “math learners,” but does this by eliminating accelerated class options.

The California State Board of Education (SBOE)—a font of seemingly never ending controversy over the past year—has struck again. Even after the considerable public anger surrounding the new Marxist-inspired, Critical Theory-rife Ethnic Studies Model Curriculum (ESMC), the SBOE has now begun to revamp its K-12 mathematics curricula with similar philosophies in mind.

 

The California public school and university systems seem to be gluttons for punishment. As we’ve noted before, they’ve prompted their fair share of strife—from outrage at the Islamist group Council on American-Islamic Relations’ (CAIR) involvement in a San Diego “anti-bullying” program (the same district is now under fire for implementing discriminatory employee Critical Race Trainings) to blowback against the Burbank Unified School District’s practice of temporarily discontinuing the teaching of classic books to the contentious episodes surrounding the development of the Ethnic Studies Model Curriculum (ESMC).

We’ve tracked the ESMC and related debacles for months, and signed or covered multiple efforts by activists and academics alike to rid California’s public school curricula of the neo-Marxist ontological framework known as Critical Theory (including the oft-discussed sub-field, Critical Race Theory). Our previous posts on the issue include:

Now, as Mike LaChance blogged on April 15, 2021, the California Education Dept. is Considering Program to Fight Supposed Racism in Math (similar to a curriculum overhaul in Virginia and a program that has been pushed in Oregon). (Note: This post’s featured image is from a news clip about Oregon’s program. You can watch that clip here.)

California’s new Mathematics curriculum standards are meant to apply to public schools statewide, for all children from Transitional Kindergarten through Grade 12. The new standards have actually been in development since March 2019, but popular media have recently picked up the story in the wake of extensive ESMC coverage and the current “anti-racist” activist trend.

The Washington Examiner reports:

…the framework recommends doing away with the accelerated math track the state’s middle school students can currently choose. Under the current system, gifted math students could take both Math 7 and 8 in 7th grade, allowing them to take Algebra 1 in 8th grade. This track puts such students on a pathway to take Calculus by 12th grade, setting the stage for them to take more advanced math courses in college.

The framework argues California’s public schools should do away with grouping students by ability, instead “districts and schools must confront the structural inequities of tracking and ability grouping, and to strengthen their efforts to support all students learning along a common pathway.”

The 13-chapter, 777-page document doesn’t display the same overt anti-Semitism, anti-Zionism, or general bigotry that multiple versions of the California Ethnic Studies Model Curriculum included, but the influence of Leninism, Marxism, and ‘woke’ orthodoxy on the new proposed Mathematics Framework draft is clear nonetheless.

You can see the entire document here or below.

CA Math FW Draft Full by Samantha Mandeles on Scribd

The Framework seeks to remedy “inequities” in mathematics education, and thus operates on a few (dubious) central principles:

  • It holds that variations in natural talent, ability, aptitude, or cognitive capabilities in different children don’t really exist—at least in terms of the study of mathematics. Instead, it claims that every child, if nurtured properly, could and would achieve the same level of advanced proficiency in mathematics. 

[From pg 9-10]

  • It demonstrates a preoccupation with “racial” or “ethnic” “inequities” in schools, especially as those “inequities” manifest in students’ enrollment in accelerated programs, and in their performance in math class.

[From pg 15]

  • It asserts that the current system, in which schools divide students into varying math “tracks” that each feature different subject matter and difficulty level matching students’ level of achievement and interest, is shaped by structural biases that stem from the legacy of American math education as designed exclusively for White men.

[From pp 3-4]

[From pg 7]

 

[From pg 12]

  • It claims that this system is more about excluding most students from opportunities—and dissuading those ‘lesser’ students (for whom this label is arbitrarily applied) from STEM careers—than it is about offering options for students who are particularly interested or ambitious.

[From pg 5]

  • It does not consider other possible explanations for racial, ethnic, or gender disparities in mathematics students; nor does it recognize that students must share some responsibility for their own success (or lack thereof) in school. Remedying such disparities necessitates a focus on inclusivity and fostering a sense of “power” in using math; moreover, the use of “culturally responsive teaching” will enable students to “challenge the status quo of the current social order.”

[From pg 94]

 

[From page 759]

In reaction to these and other flaws, Mike Malione of the California-based group Piedmont Advanced Learners Program wrote an analysis arguing against the document’s suggestions. As The Washington Examiner notes, Malione believes that the changes could cause “irreparable harm”:

“I predict it will cause irreparable harm to our public’s ongoing preparedness for STEM careers, resulting in unfathomable costs to all when our nation finds itself unable to advance or even properly maintain its highly technological, life-sustaining infrastructure,” Malione wrote in response to the framework.

“My biggest issue with the new framework is that, in its determination to bestow social justice and equity, it denounces existing exclusionary practices as ‘arbitrary or irrelevant,’ without ever honestly examining their necessity in the context of educating a workforce that will be tasked with the technological realities of the mid-21st Century,” Malione continued.

Malione also argued that the framework would do little to provide its stated goal of equitable outcomes, noting that parents with the means to send their children to pricey private schools would begin to have a leg up on some of the traditionally underserved students that attend public schools.

And, while the Framework does boast an impressively long bibliography and ostensibly cites dozens of supporting studies, it’s not out of the realm of possibility that its authors distorted the conclusions of any number of those studies to support their recommendations—as the authors of the ESMC were found to have done.

Still, it’s worth noting that the Framework does contain some valuable nuggets; it acknowledges that rote memorization, administering excessive and constant tests, and completely ignoring the effect of emotional states on students’ performance are poor ways to ensure students’ success in school. It rightly notes that efforts to foster interest in STEM haven’t achieved the desired results, and that there clear flaws in the ways math is often taught. A ‘non-traditional’ learner, I studied hard and tried my best in school; still, I often struggled, especially in math classes—where I faced some of the very issues the Framework identifies. I agree with the Framework authors that there are elements of American STEM education that could badly use an overhaul.

But the certainty with which the Framework attributes problems to “structural bias” without examining other explanations, and the Framework’s obsessive emphasis on ethnic, racial, and gender diversity—rather than diversity of thought—undermines the document’s credibility and limits its usefulness.

***

Next week, the SBOE is scheduled to present a revised draft of the current Framework. Public comment on the new version will then be allowed once again.

Parents in California and beyond, your voice matters. Use it loudly and proudly.

 


Samantha Mandeles is Senior Researcher and Outreach Director at the Legal Insurrection Foundation. You can reach her on Twitter at @SRMandeles.

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Comments

I liked algebra until I took an algebra course. They know how to turn an idea from magic into drudgery.

Under socialism, everyone is equally poor and miserable.

Under ESMC, everyone is equally stooopid.

    MAJack in reply to NYBruin. | May 13, 2021 at 9:04 pm

    That is the goal, to make those who cannot achieve feel equal. Madness, and the Chinese are laughing…

      nordic_prince in reply to MAJack. | May 14, 2021 at 6:39 pm

      At least the Chinese cultivate their best & brightest, rather than hobble them in the name of “equity.”

      “Ability tracking” ought not to be on the “forbidden phrases” list. We’ve gone from “a mind is a terrible thing to waste” to “screw the bright kids – they’re making the rest of us look bad.”

    bear in reply to NYBruin. | May 14, 2021 at 2:57 am

    You are correct, NYBruin, but it’s not just socialism. As long as minorities call achievers “oreos,” or “coconuts,” and are out in the streets shooting each other at 2:00 am, there will never be “equity.”

    If it weren’t for social promotion, no high school or college could have a competitive basketball team. The din do nuffins would have all dropped out after 10 years of sleeping through kindergarten.

      henrybowman in reply to bear. | May 15, 2021 at 3:29 am

      Misplaced priorities. Nobody thinks SpaceX is a crap company because its company baseball team can’t beat West Coast U. And nobody goes to work for SpaceX to play baseball. If the dindus drop out, let them. They can go to NFL School, or MLB school, or Harvard.

Vicki Hearne suggested that the reason that minorities do less well on comprehension tests is that they don’t believe things as quickly as whites.

Math wasn’t fun until calculus. So leveling it down isn’t going to encourage things.

LukeHandCool | May 13, 2021 at 8:32 pm

How many educational fads coming out of university education departments have proven to be complete disasters? There are too many to count. And what good is counting and numeracy anyway?

The “whole language” approach to teaching reading comes to math.

The whole language fad was a disaster. But phonics was just so old-fashioned even if it did work well.

Sometimes you have to throw the baby out with the bath water … especially when the bath water is perfectly fine, but unfashionable. Progress!

    Milwaukee in reply to LukeHandCool. | May 14, 2021 at 4:10 am

    “And what good is counting and numeracy anyway?”
    Mattel pulled, off the market, Barbie doll who, when her string was pulled, “Math is hard.”
    I agree with Barbie.

    However, this proposal is a worse than a mistake, it is a collassal blunder. Students who get to college without Calculus are highly unlikely to finish degrees in Mathematics or engineering. As society that is contrary to our national interests.

    My past includes having a Bachelor of Science in Mathematics, and married to a female with a Bachelors of Arts in Mathematics. I started teaching when Jimmy Carter was President. My first Masters degree was in Mathematics Education from a Big 10 university, back when the Big 10 had, ya know, like 10 members. The second Masters degree is in pure Mathematics. That one had a “project” on quaternions. Very odd. Oh and for a while I was National Board Certified in, I think it was Adult and Young Adult Mathematics. Unfortunately that career crashed with the realization, in 2015, that my jokes weren’t funny anyone. Which assumes that maybe, just maybe, the jokes were once funny.

      Dathurtz in reply to Milwaukee. | May 14, 2021 at 6:28 am

      Slightly OT, but I am curious: how was the rigor in your education program?

      I have a bs in biology and a MAT focused on secondary science and my MAT was baby-town frolics easy ad a “good” school.

      20keto20 in reply to Milwaukee. | May 14, 2021 at 8:34 am

      I’ve heard high school juniors and seniors say that they want to major in computer science because that’s where the money and jobs will be in the future. In the next breath, they say they’re glad it’s science and not math because they aren’t good in math. My question is, with that kind of knowledge base, why are you even applying to college? You have no clue about the major that you purport to seek!
      I also question so many online degrees. How do they know who is actually doing the work? Online classes have become the way to go to get a degree. My question is, are they getting an education with those degrees? And, yes, I know the same can be said for a brick and mortar education, especially in this day of all the feel good degrees out there!
      As for National Board certification, never are those applicants viewed ACTUALLY teaching. Videos are submitted. I have heard kids talk about being totally bored in classes from actually “rehearsing” the teacher’s video ad nauseam. In this day and age of Zoom in the classroom, why not just Zoom in unannounced and see what’s going on to distinguish REAL teaching?

Improve the teaching methodology? Sure.
Improve the soft skills of teachers in presenting, explaining and communicating concepts for differential learning? Sure

Eliminate a faster track for students who have demonstrated the ability to advance? No

My experience in HS with Algebra I/II, Geometry and Calc was entirely a result of the teacher. I didn’t get smarter or dumber nor less focused or my Parents less demanding depending upon the course.

The variable was the teacher. Algebra I veteran teacher about 55, who still cared and still taught = success. Algebra II teacher in her early thirties going through an ugly drawn out divorce and custody battle. She went through the motions and we all suffered.

Geometry and Calc back to solid veteran teacher who knew how to impart the material not simply write equations on a board or tell us to read, review and complete the next few chapters.

Teaching requires enthusiasm about that material and the dedication to assist the slower learners in that classroom.

Why would they pool fast/slow learners into the same classroom and not expect the results to be disappointing as a whole? Divide the slower from the faster and use the appropriate methodology to teach the same material, but not in the same classroom.

Presumably, when adopted, this policy will automatically require the proponents to send their children to the schools where this is put into place without exception for any prior existing union contracts. (sarcasm)

Lowest common denominator. The minority students should be right pissed to be categorized as too stupid and inherently incapable of learning advanced math skills.

Or is it maybe that the teachers aren’t capable of teaching to the advanced levels? Hmmmm.

    jb4 in reply to Idonttweet. | May 13, 2021 at 9:48 pm

    That is a fair point. My wife has a Master’s degree in Math from the Courant Institute of Mathematical Sciences of NYU and spent a career teaching math in NY City public high schools. She was an excellent teacher and could teach all of the advanced courses. Sharp women have more career options these days.

    That said, I think the racism garbage is the primary driver of this, sponsored by people who think that 2+2 is whatever you like. (Be sure not to try them on the square root of -1.)

      20keto20 in reply to jb4. | May 14, 2021 at 8:25 am

      As a career educator, I share many of your thoughts. Far too many teachers in elementary schools are there because the degree requirements were lower in college math classes than for most other degrees. Another problem that no one in the educational factory leadership will address is specialists in math. You have Spanish teachers in elementary schools who teach nothing but Spanish because not everyone is so trained. Likewise PE and even computers. Math should have been the first area to have specialists included. Why schools years ago didn’t identify those teachers who not only have the ability but the passion to teach math? That has been the biggest problem in math education for 50 years! Too many elementary teachers convey their lack of ability and even fear of math to their children (and I won’t let parents off this hook either!)! As I have told many in the past, math is in the jeans not the genes! If your mind is closed, no amount of teaching will open it!

    alohahola in reply to Idonttweet. | May 14, 2021 at 5:24 am

    BINGO!!!

    Plus, the lame-o teachers made sure to rid themselves of the solid teachers.who were too threatening and who didn’t play their reindeer games

so, next they are going to lower the basketball goal to 4 feet

just to even things up, right

RIGHT ???

    Milwaukee in reply to REDACTED. | May 14, 2021 at 4:19 am

    Redacted…Are you a white boy who can’t jump and only dunks your cookies in milk? I am.

    How come no one complains about the lack of pale caucasians in the N(CCP)BA? I was in college when the Denver Nuggets had the last starting lineup with the front row being all white. Dan Issel and Bobby Jones and some other guy. Jones later played with Dr. J.

If the purpose of this is to build the confidence and self-esteem of the lower achieving students, then why would you put them in classes with the kids who learn math more easily than they do? The only logical reason is to retard the learning of the advanced students. Another excuse is that it’s a good experience for the more advanced students to help teach the slower students. As a teacher with lots of experience, i always thought teaching the class was my job.

    texansamurai in reply to elliesmom. | May 13, 2021 at 11:06 pm

    isn’t it also the responsility of a good teacher to recognize innate talent? to recognize “naturals” or even savants?– to help and encourage those students most of all?– isn’t it from the most talented that one can reasonably expect the most achievement, the most benefit for society?–seriously, what sort of scientific achievement/cultural benefit can we really expect from some dumbass that can’t handle basic addition/subtraction, fractions, etc?–that is too dense to even comprehend the fundamentals?–it has ever been(in practically any endeavour)that you cannot strengthen the weak by weakening the strong

      henrybowman in reply to texansamurai. | May 14, 2021 at 2:48 am

      There’s no money in the budget for enriching the talented. There never is.
      But there’s always plenty of money budgeted for drool cups and soft restraints.
      Federal laws mandate the latter. Never the former.

        nordic_prince in reply to henrybowman. | May 14, 2021 at 6:58 pm

        Exactly this. The 80/20 rule applies: 80% of the money goes to “teaching” the bottom 20%, while the upper 20% are virtually neglected, the excuse being “they’re bright and they’ll figure it out on their own.”

        Then they sit back and wonder why Johnny is an underachiever who is “lazy,” a discipline problem, and “doesn’t apply himself.” Well, what did they expect? They already demonstrated they don’t give two $#!+s about Johnny’s education, so why should Johnny care?

Wasn’t it against the law to educate slaves? The Democrats are consistent and telling us the plan.

Not to overstate the obvious, but these standards will only apply to other people’s kids. Naturally, none of the private schools where the elite (and teachers) send their kids would be so stupid as to adopt them.

Subotai Bahadur | May 13, 2021 at 10:13 pm

The first order response should be for nobody to hire anyone with a California high school diploma from the era of equity. No problem.

Subotai Bahadur

    TX-rifraph in reply to Subotai Bahadur. | May 14, 2021 at 6:20 am

    What if that is their evil plan?

    The left/Marxist plan is to eliminate the middle class. The elites will have a mass of slaves (open border helps) that depend on the elites for survival. The middle class is a characteristic of a free people.

    We need to punish the ruling class, not the victims. “Equity” is a weapon used to destroy the middle class and create slaves — home grown and volunteers. Who needs ships in 2021 when we have traitors rather than traders?

My 20 year old daughter just received her Master’s in Mathematics with a Concentration in Statistics.

May be some kind of a record for this part of the country. And she worked her ass off!

Or maybe it was because of White Supremacy.

LOL

    AF_Chief_Master_Sgt in reply to franker. | May 14, 2021 at 9:53 am

    That’s a whole lot of White Privilege going on in your house! Even whites with privilege say “Damn, that be some White Privilege!”

    😉

The claims made in this paper are bizarre. Children who have difficulty with calculations “denied access to richer mathematics”? My experience is that if you have trouble with the simple calculations being done in Algebra I you sure as heck won’t be successful in a calculus or linear algebra class. Putting such a student in a “richer” class will only result in crushing them with failure.

    Valerie in reply to randian. | May 14, 2021 at 7:20 am

    There is a solution: do a better job teaching them, so they can go further.

      nordic_prince in reply to Valerie. | May 14, 2021 at 7:04 pm

      In theory, yes; but some of these students are simply incapable of the level of abstraction necessary for algebra and beyond. You can’t train Clydesdales to win the Kentucky Derby, no matter how talented and dedicated you are.

henrybowman | May 14, 2021 at 2:45 am

There is a fallacy here. How do you know that your current results are inequitable, when you are measuring and comparing your results using contemporary, racist math?

If you recompute your results using my own system of anti-racist, equitable math, you will immediately find that your current educational results are perfectly equitable!

You can learn all about this in my new book, “Anti-Racist Math for Equity,” available for $18.98, orderable in minimum lots of 1,000.

Why don’t they leave the options of enriching and acceleration to individual school districts?

My daughter took Algebra I in 8th grade, took Core Plus 2 and 3 in 9th grade, Core Plus 4 as a 10th grader, AP calculus A and B as a junior. Her senior year she took math classes at the local college. In college she double majored in Mathematics and Computer Science.

Unfortunately there are darksides to enrichment programs
We used to joke that the definition of talented and gifted in our district was “having rich white parents”. Getting placed in an accelerated class meant getting away from screw offs and tomfoolery. I would see in highschool, students accelerated because of being bright and we’ll behaved and hard working, but not talented or gifted. The hard working and we’ll behaved would cause problems. Taking Algebra I in 7th or 8th grade means it doesn’t count in highschool graduation or college admission requirements of 3 or 4 high math credits. Whoops. That list usually reads …3 or 4 high school Math credits including Algebra I, Algebra II, Geometry. Now acceleration earlier means needing to take Precalculus and calculus, which require more than hard work and school compliant behavior.

    Milwaukee in reply to Milwaukee. | May 14, 2021 at 4:45 am

    The middle schools in the district didn’t allow acceleration in grades 6 and 7. Everybody took everything together. Then in the 8th grade choices were offered. Pity the 8th grade Spanish teacher. Many students didn’t give a rats ass for Spanish. They just wanted to get away from dipshits and jerks in the non-accelerated population.

    Dathurtz in reply to Milwaukee. | May 14, 2021 at 12:57 pm

    Big schools often offer three categories. Technically, it is illegal for us to track students for reasons other than their chosen graduation pathway (Trade vs. College). However, there are a lot of people in the college pathway that should rethink their pathway and they really get in the way of teaching the other kids in the college pathway that are interested/gifted. Offering advanced math is a major way that these students are separated from each other and allow schools to schedule “real college” away from “says they want to go to college”.

So why even have public schools at all? Give everyone an A for everything at birth and let everyone figure it out for themselves.

Even pigs sense the horror that awaits them as they are herded into the slaughter houses. What is wrong with this country? As if things aren’t creepy enough already.

Pi Mu Epsilon member that I am.. this is sad, so sad and wrong on many levels. Being able to excel at school, in math and science provides a sense of accomplishment for kids… they may be socially inept,, ok.. they are nerds, but they can feel good about something. That pride may just be enough to propel them forward in life. I know.

It isn’t just myopic planning, it is cruel.

    Milwaukee in reply to amwick. | May 14, 2021 at 10:44 am

    Mush headed thinking.
    We don’t want smart people excelling at math because it makes them feel better. We want them to excell at math because we need people with smarts…. some will invent or discover really good stuff, or they’ll do the mundane but still important job of keeping things going.
    Piss on their feels. We need them equipped to do important work.

The solution from these anti-intellectual perverts is always to dumb it down. That’s because they don’t want to be held accountable for inept teaching.

    henrybowman in reply to Valerie. | May 15, 2021 at 3:37 am

    And also because it’s a lot easier to teach dumb kids simple things than to teach bright kids complicated things.

    In my HS, the geometry teacher taught geometry only because he had to teach something to continue to be eligible to be the football coach, and he didn’t have any language skills (foreign or domestic). Luckily, HS geometry isn’t particularly demanding.

So once again these idiots reinforce the impression minorities can’t suceed unless they are held to a much lower standard. Way to go.

The Friendly Grizzly | May 14, 2021 at 9:00 am

Where are the black “leaders” protesting this dumbing down?

Let’s lower educational standards so that a “certain class” of individuals who do not (or will not) meet the current standards will be able to meet the “new standards” so they can feel included! What about students of that “class” who can meet the “old standards?” Aren’t they being cheated? By isolating one group by race and sex (black boys), doesn’t that equate the education of others as racist and sexist?

What about those such as Benjamin Banneker (1731-1806)? He brought about a positive contribution in mathematics years before any black mathematician came to rise. What about Charles Lewis Reason (1818-1893), Kelly Miller (1863-1939) or Dudley Weldon Woodard (1881-1965)? Charles Reason being the first African-American to be appointed university professor at a pre-dominantly white college. Charles Reason was an early child prodigy in mathematics as his parents laid great emphasis on education from the very beginning. Kelly Miller was the first African-American to attend John Hopkins University and became a renowned mathematician, sociologist, columnist, essayist and scholar, Dudley Woodward earned a Ph.D in mathematics and established the mathematics graduate program at Howard University? And all of them did it before black education was “the standard” in the United States. Look to our history… there are many blacks who have excelled in not only mathematics but other fields throughout the years, Did they have it easy? Probably not… but in the words of Mr. Banneker, ““The colour of the skin is in no way connected with strength of the mind or intellectual powers.” The “educational thinkers” of California should be reminded of his words.

    texansamurai in reply to BuckWheat. | May 14, 2021 at 10:22 am

    you seem to feel that a “certain class” of children’s rights (literally, a minority)are more important/significant than the rights of all the other children(literally, a majority)–how can that be, if there is to be “equity?”

    aren’t the children who DO want to learn, who are willing to put forth the effort, who value an education galactically more important than those who refuse to participate, refuse to behave, refuse to try? and why would you, as an educator at virtually any level, be expected to tolerate the distraction/interference/intimidation from a “student” who did not want to be in class? it “goes with the territory?”–bullshit

    as a long-time taxpayer(and am certainly not the only one)expect teachers and schools to go about educating young people to the best of their teaching ability–am not personally involved in the recruitment/hiring of teaching staff so must leave those decisions to the “administrative” staff–but regards the acceptable standards of deportment/conduct for “students” and acceptable standards for “educators” can and do have a direct impact via participation in school board elections/ meetings/conferences, etc.

    there’s very little in this life that can be accomplished without first having the self-discipline to apply yourself–the idea that bad behaviour/truancy/physical aggression, etc. should be excused/tolerated because of a particular child’s skin colour is ludicrous and downright stupid on the part of the “adults” who are supposedly in charge of our “schools”

    the first lesson any child should learn at school(and ideally throughout their entire education)is how critical self-discipline is to the achievement/attainment/realization of any goal–if teachers cannot/will not/are not allowed to teach/demonstrate/enforce that fundamental human principle then not only have we hamstrung teachers/staff from the outset, we’ve cheated all the other students out of the opportunity to acquire an “education” in the first place, regardless of the color of their particular skin

AF_Chief_Master_Sgt | May 14, 2021 at 9:43 am

Maff be hard!

Maff is so hard, that the school board believes blacks can’t meet basic standards. Blacks are soooooo stupid, that educators have to communicate in “linguistically and culturally responsive” ways. Ebonics and sub-Saharan culture = “2 + 2 is foh – or I’ll beat your head in.”

“Bring ‘real world’ issues into the classroom.”

Final exam: “Compare and contrast the socioeconomic anomalies of Boko Haram and the ability of 12 year old black girls to obtain an education while being used as slave labor and prostitutes.”

Extra credit: “If Quantania be havin’ 6 apples, and D’ante-Devon-Quantarious be havin’ 5, how many apples do Shady-Nasty (ooops – ShaDynasty) have?

Answer. Elebenteen, plus a 70” television. She stabbed Quantania and D’ante-Devon-Quantarious and took them. The television was stolen from the local Target when the rioting and looting started.

If Tyrone steals 2 six packs of Colt 45 from Whitey’s liquor store, how many cans does he have? Clearly a racist question.

Sure. Why not. Let’s go all the way and dismantle ‘objectivity’ while we’re at it. Because ‘objectivity’ is racist. It’s a white supremacist thing. Much like logic, reason, and rationality.

What could go wrong?

The rest of the world thinks we’re insane. And they’re right.

Our enemies are very happy. America is destroying itself.

henrybowman | May 14, 2021 at 3:05 pm

Speaking of the real world, here’s another great example of why math be racist ‘n’ hard… from Virginia, another state recently reported as dumbing down:

“The lady next to me said she put $100 [of $7/gal gas] in her car. She just started crying because she said her car don’t take that much.”

nordic_prince | May 14, 2021 at 7:15 pm

Not exactly “antiracist math,” but definitely “woke”:

https://m.youtube.com/watch?v=Zh3Yz3PiXZw

Albigensian | May 14, 2021 at 9:34 pm

“Every child, if nurtured properly, could and would achieve the same level of advanced proficiency in mathematics. ” Believing things that are not so rarely has happy outcomes.

What are they going to do when some students manage to learn advanced math even though their schools refuse to provide instruction in it? Will a day come when Amazon refuses to sell math books that offer instruction beyond an eighth-grade level? An underground trade in forbidden math books? What’s the end-stage when attempts to enforce “equity” inevitably fail?

http://www.tnellen.com/westside/harrison.pdf

Oh. Kurt Vonnegut already thought of that.

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