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Analysis and Commentary

Character Education the Right Way

by William Damonvia Hoover Daily Report
Monday, February 5, 2001

Many areas of education today have been debased by fuzzy thinking, low standards, and a feel-good, anything-goes mentality.

Analysis and Commentary

Dumbing Down the Public: Why It Matters

by Diane Ravitchvia Hoover Daily Report
Monday, January 15, 2001

Is it the candidates who have dumbed down their appeals or are they simply acknowledging that the public has a limited vocabulary?

Analysis and Commentary

Engineering Mediocrity

by Shelby Steelevia Hoover Daily Report
Monday, October 30, 2000

The mechanism by which racial preferences engineer “inclusion” is a tolerance of mediocrity in minorities.

Analysis and Commentary

School Vouchers Raise African American Test Scores

by Paul E. Petersonvia Hoover Daily Report
Monday, October 9, 2000

The African American students who switched to private schools scored, on average, 3.3 national percentile ranking points higher

Analysis and Commentary

Counterrevolution in The Classroom

by William Damonvia Hoover Daily Report
Monday, June 19, 2000

The rage among trendsetters is "cosmopolitan education," a notion that sets itself in opposition to traditional values such as patriotism.

Analysis and Commentary

Gains of Black Students in Voucher Schools

by Paul E. Petersonvia Hoover Daily Report
Monday, May 8, 2000

Low-income African American students scored higher in math and reading than those remaining in public schools.

Analysis and Commentary

Charter Schools in Action

by Chester E. Finn Jr.via Hoover Daily Report
Monday, April 10, 2000

Almost 1,700 charter schools now operate in the United States, enrolling 300,000 youngsters. In the District of Columbia and Trenton, 10 percent of all schoolchildren attend them. In Kansas City, it's 13 percent.

Analysis and Commentary

Education: The New Civil Rights Frontier

by E. Donald Hirsch Jr.via Hoover Daily Report
Monday, November 22, 1999

Apologists for the public schools continue to blame the achievement gap between groups on social pathologies and shortcomings in the innate abilities of entire groups.

Bilingual Education: A Critique

by Peter J. Duignanvia Analysis
Tuesday, September 1, 1998

Bilingual education has been a subject of national debate since the 1960s. This essay traces the evolution of that debate from its origin in the Civil Rights Act (1964) and the Bilingual Education Act (1968), which decreed that a child should be instructed in his or her native tongue for a transitional year while she or he learned English but was to transfer to an all-English classroom as fast as possible. These prescriptions were ignored by bilingual enthusiasts; English was neglected, and Spanish language and cultural maintenance became the norm.

Bilingual education was said to be essential for the purposes of gaining a new sense of pride for the Hispanics and to resist Americanization. The Lau v. Nichols (1974) decision stands out as a landmark on the road to bilingual education for those unable to speak English: bilingual education moved away from a transitional year to a multiyear plan to teach children first in their home language, if it was not English, before teaching them in English. This facilitation theory imprisoned Spanish speakers in classrooms where essentially only Spanish was taught, and bilingual education became Spanish cultural maintenance with English limited to thirty minutes a day. The essay discusses the pros and cons of bilingual education.

Criticism of bilingual education has grown as parents and numerous objective analyses have shown it was ineffective, kept students too long in Spanish-only classes, and slowed the learning of English and assimilation into American society. High dropout rates for Latino students, low graduation rates from high schools and colleges have imprisoned Spanish speakers at the bottom of the economic and educational ladder in the United States.

This revolt, the defects of bilingual education, and the changes needed to restore English for the Children are covered in the essay. The implications of Proposition 227 abolishing bilingual education in California are also discussed.

Race, Culture, and Equality

by Thomas Sowellvia Analysis
Friday, July 17, 1998

In his remarks at the Commonwealth Club of California on June 18, 1998, Thomas Sowell discussed the conclusions he reached after spending fifteen years researching the economic and social impacts of cultural differences among peoples and nations around the world. This essay, Race, Culture, and Equality, distills the results found in the trilogy that was published during these years---Race and Culture (1994), Migrations and Cultures (1996), and Conquests and Cultures (1998).

The most obvious and inescapable finding from these years of research is that huge disparities in income and wealth have been the rule, not the exception, in countries around the world and over centuries of human history. Real income consists of outputs and these outputs have been radically different because the inputs have been radically different from peoples with different cultures.

Geography alone creates profound differences among peoples. It is not simply that such natural wealth as oil and gold are very unequally distributed around the world. More fundamentally, people themselves are different because of different levels of access to other peoples and cultures. Isolated peoples have always lagged behind those with greater access to a wider world, whether isolation has been the result of mountains, jungles, widely scattered islands or other geographic barriers.

Cities have been in the vanguard of cultural, technological and economic progress in virtually every civilization. But the geographic settings in which cities flourish are by no means equally distributed around the globe. Urbanization has been correspondingly unequally developed in different geographic regions--most prevalent among the networks of navigable waterways in Western Europe and least prevalent where such waterways are most lacking in tropical Africa.

If geography is not egalitarian, neither is demography. When the median age of Jews in the United States is 20 years older than the median age of Puerto Ricans, then there is no way that these two groups could be equally represented in jobs requiring long years of experience, in retirement homes or in sports. Even if they were identical in every other way, radically different age distributions would prevent their being equal in incomes or occupations.

Discrimination is also one of the many factors operating against equality. But even if all human beings behaved like saints toward one another, the other factors would still make equality of income and wealth virtually impossible to achieve.

Neither geography nor history can be undone but we can at least avoid artificially creating cultural isolation under glittering names like "multiculturalism."

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