Quiz No. 4 – Free College Tuition & K-12 Apartheid Schooling

.
Our next meeting will be Wed evening June 3 at our traditional time of 7:00 pm – 9:00 pm MDT.

We anticipate that participation will be solely on-line via Zoom (the Salt Lake Library, our host for 14.5 years, has cancelled all meeting reservations through Aug 31).

If you RSVP, there is nothing further you need to do such as any special training. We will send all RSVP’s a few days in advance a URL and meeting name/password.

[4/10/2020 update]
Post Reply
johnkarls
Posts: 2033
Joined: Fri Jun 29, 2007 8:43 pm

Quiz No. 4 – Free College Tuition & K-12 Apartheid Schooling

Post by johnkarls »

.

1. Can free tuition for public colleges and vocational schools atone for America’s “Apartheid” (Jonathan Kozol’s term) K-12 Schooling and what it has produced – a Permanent 30% Under-Caste that, for the last half century, the U.S. Government has continually reported is illiterate as defined by the ability to read the warning label on a can of rat poison?

2. As a preliminary matter, can public colleges take race into account in their admissions policies in the wake of the U.S. Supreme Court’s decision in Fisher vs. University of Texas (2016)?

3. However, doesn’t the U.S. Supreme Court’s decision in Parents vs. Seattle School District No. 1 (2007) which effectively put America’s “stamp of approval” on K-12 “Apartheid” (Jonathan Kozol’s term) K-12 Schooling – effectively guarantee abysmal graduation rates at America’s inner-city high schools and woeful academic preparedness for their few graduates?

4. Did the 178 “I Have A Dream”® Programs in 51 American cities in the 1990’s typically produce 90% high school graduation - college matriculation rates despite SINGLE DIGIT high school graduation rates for the class just ahead, and the class just behind, the Dreamer class?

5. Was the first (of many) important elements of this success record the enclosure of an entire third-grade class of an inner-city elementary school (or third-grade cohort in a public-housing project) in a protective “cocoon” in which education was revered rather than derogated?

6. Was the second (of many) important elements of this success record the fact that the tutor and mentor of each Dreamer from third grade through high school graduation typically became surrogate parents who expressed “early and often” to their Dreamer that s/he could make something of her/him-self with the IHAD program and IT WOULD BREAK THE HEART OF THE TUTOR/MENTOR IF THE DREAMER DIDN’T?

7. Would the guarantee of college tuition given to each Dreamer have been effective without the “protective cocoon” and without the tutor/mentors who became surrogate parents?

8. In other words, aren’t “heroic measures” required for inner-city children who already “know” by Kindergarten that they are NOT eligible for their dreams???

[Please see Q&A 5-13 of the Third Short Quiz describing how all 35-40 children in the Kindergarten Class of the Baptist Church across the street from Yours Truly’s first public-housing-project IHAD program, were asked to draw what they would like to be when they grew up and ALL OF THEM drew nurses, teachers, airplane pilots, chefs, etc., etc., ALL OF WHOM WERE WHITE!!!]

9. In other words, don’t our inner-city children “know” by Kindergarten that their only realistic career objectives are Pimp or Pusher, or girl friend of a Pimp or Pusher graduating to Whore???

10. Or, in yet other words, isn’t the abysmal performance of our inner-city schools a SOCIOLOGY problem rather than an EDUCATION problem???

11. And, for example, closing an inner-city school with “failing” statistics in favor of a charter school staffed by teachers/administrators who are NOT trained educators MAKES NO MORE SENSE THAN SHUTTING DOWN AN INNER-CITY POLICE PRECINCT IN WHICH A CRIME IS COMMITTED AND HIRING AMATEURS IN THEIR PLACE???

12. Did we make this point in these terms during our focus for our 9/12/2012 meeting on “The Life and Death of the Great American School System” by Diane Ravitch (NYU’s Research Professor of Education and a former U.S. Assistant Secretary of Education)?

13. And did Prof. Ravitch like our analogy so much that she included it without attribution (BTW we do NOT mind our ideas being used w/o attribution) in her next book “Reign of Error: The Hoax of the School Privatization Movement” which was the focus of our 6/17/2015 meeting?

14. So how can this SOCIOLOGY problem be addressed???

15. Can America afford to wait on the most prominent de facto “affirmative action” program that the U.S. Supreme Court does NOT dare to attack -- America’s sports scholarships that are awarded disproportionately to our inner-city “gladiators”???

16. Can America afford to wait for the effect of TV sports shows that feature African Americans as erudite commentators? And Hollywood movies and TV programs that feature attractive and intelligent African Americans? In other words, don’t American’s accept such African Americans while subconsciously thinking that they are exceptions???

17. Did The Atlantic Magazine on 5/23/2018 feature an article entitled “An Unusual Idea for Fixing School Segregation” featuring an idea by a recent Yale Law School Graduate who focused simultaneously on “K-12 segregation, college admissions and the lack of diversity at top universities”?

18. Was the recent graduate’s thinking sparked by a report that a predominantly-black school district in the St. Louis metropolitan area had lost its accreditation, that Missouri law permits students in such a district to transfer to a nearby accredited school district, and that the residents of the nearby affluent school district were in an uproar about the pending transfers?

19. Did the recent graduate recognize the fears of the affluent parents that their school district’s standards would plummet and that the “solution” would be “to take demographics of schools into account in college admissions” so that the affluent parents had nothing to fear?

20. Did the recent graduate’s education apparently fail to teach the history of “white flight” so that, as a practical matter, taking demographics into account is really nothing more than the U.S. Supreme Court’s permission in Fisher vs. University of Texas to take into account the race of the few survivors of America’s “Apartheid” (Jonathan Kozol’s terminology) K-12 schools?

21. What is the ancient and long-forgotten concept of “magnet schools”?

22. Would it be constitutionally permissible for states and/or school districts to establish so-called “magnet schools” in economically-depressed areas that are so outstanding that they attract students from nearby affluent neighborhoods?

23. Would parents/families in such a setting have a strong incentive to “adopt” a less-affluent student to tutor/mentor?

24. Could admission of an affluent student (and the affluent student’s continued enrollment) be conditioned on the affluent student and her/his family’s tutoring/mentoring of a less-affluent student?

25. Could this be a “blue print” for A TYPE OF “charter school” that the federal government could foster on a grand scale?

26. Does anyone have any other “bright ideas” about how to address America’s “Apartheid” (Jonathan Kozol’s term) K-12 Schooling and what it has produced – a Permanent 30% Under-Caste?

27. And does anyone think that free public college tuition and vocational training is likely to have much impact on America’s “Apartheid” (Jonathan Kozol’s term) K-12 Schooling and what it has produced – a Permanent 30% Under-Caste?

Post Reply

Return to “Participant Comments – Jonathan Kozol “The Shame of the Nation: The Restoration of Apartheid Schooling in America” and Free Tuition for Public Colleges and Vocational Schools – Mtg Date TBD”

Who is online

Users browsing this forum: No registered users and 1 guest