Commentary on Recent SAT Recommendations

by Glen Ford for the Black Agenda Report:

There is a growing realization that standardized testing for college entrance does not serve the interests of educational excellence or reward merit. Rather, SATs, PSATs and their clones tend to freeze already existing societal privilege in place, allowing the already well-off to pass on that status to their children. The assessment comes from the National Association of College Admissions Counseling, and from no less than Harvard University's dean of admissions and financial aid, William Fitzsimmons.

Fitzsimmons says, "The test scores appear to calcify differences based on class, race/ethnicity and parental educational attainment." In other words, the children of white parents who make good livings and had good educations, tend to do well in standardized tests. But the tests don't reliably predict how well the kids will do in college.

The educators note the vast differences that exist in life and learning experiences that are available to children in the United States. "No one who visits the range of secondary schools we visit," they concluded, "and goes to the communities we visit...can come away thinking the standardized tests can be a measure of someone's true worth or ability."

The admissions counselors also urged that PSATs not be used to decide who is eligible for scholarships.

"Real education is grinding to a halt at schools across the nation, under the weight of relentless, ruthless testing."

This is very good news, the logic of which would be to finally destroy the rule of standardized tests - not just for college, but throughout the educational system. There is a huge body of study that shows race and class privilege is further embedded in society through the use of these tests, which have become a bulwark of rigidity, not mobility, in the United States. And that most emphatically means breaking the classist, racist grip of hyper-testing in elementary and secondary education, through the stifling No Child Left Behind Act.

The Bush regime and the plutocrats it serves understand perfectly well that class and race structures reinforce the rule of...people like themselves. That's one reason they have imposed the draconian and educationally counter-productive standardized testing regime on the U.S. public education system. The other, related motivation is to "prove" public schools are failing, in order to boost private schooling and bogus theories of "marketplace education."

In ways that are only now being understood, real education is grinding to a halt at schools across the nation, under the weight of relentless, ruthless testing. In the process, teacher creativity, innovation and just plan caring fall by the wayside.

Standardized testing does not encourage the deepening of democracy. Instead, it rewards privilege. This outcome is cumulative, adding layer upon layer of culture- and class-biased test results to all the other burdens and assaults that children of non-privileged parents will endure in their school lives. That's not a meritocracy - it's a caste system.

There will always be a place for properly constructed testing in society. But tests should never be wielded as weapons against those born with less, to benefit the already fortunate.

BAR executive editor Glen Ford can be contacted at Glen.Ford@BlackAgendaReport.com.

Work Hard, Be Nice, and Other Lies My KIPP Teacher Told Me

Update March 5, 2008: See review essay focused on Work Hard, Be Nice . . . by Jay Mathews here at Education Review.

For white philanthropists, the major appeal of the KIPP charter chain gang schools is the non-stop behavioral control system aimed at producing compliant worker bees who learn to internalize any real or potential shortcomings as evidence of individual weakness or failure. If things don't work out, then, as the KIPP brainwashers promise, then who is to blame? This is not a new pedagogical approach--it was used successfully at Hampton Institute in the late 19th Century to train a generation of black teachers like Booker T. Washington, who would become complicit in their own subjugation and that of their brothers and sisters.

For black parents, the KIPP appeal is the promise that for those who "work hard, be nice," there is a new world of opportunity waiting to embrace their efforts. Hope, however groundless, remains the only alternative to despair.

New studies by Pew and reported in WaPo show some disturbing realities that are troubling at least, even though they are likely to be ignored by the keep-on-the-sunny-side world of those who have been KIPP-notized.

A couple of clips here:

Nearly half of African Americans born to middle-income parents in the late 1960s plunged into poverty or near-poverty as adults, according to a new study -- a perplexing finding that analysts say highlights the fragile nature of middle-class life for many African Americans.

Overall, family incomes have risen for both blacks and whites over the past three decades. But in a society where the privileges of class and income most often perpetuate themselves from generation to generation, black Americans have had more difficulty than whites in transmitting those benefits to their children.

Forty-five percent of black children whose parents were solidly middle class in 1968 -- a stratum with a median income of $55,600 in inflation-adjusted dollars -- grew up to be among the lowest fifth of the nation's earners, with a median family income of $23,100. Only 16 percent of whites experienced similar downward mobility. At the same time, 48 percent of black children whose parents were in an economic bracket with a median family income of $41,700 sank into the lowest income group.

. . . .

Overall, family income of blacks in their 30s was $35,000, 58 percent that of comparable whites, a gap that did not surprise researchers. Startling them, however, was that so many blacks fell out of the middle class to the bottom of the income distribution in one generation.

Ronald B. Mincy, a Columbia University sociologist who has focused on the growing economic peril confronted by black men and who served as an adviser on the Pew project, said skeptical researchers repeatedly reviewed the findings before concluding they were statistically accurate.

"There is a lot of downward mobility among African Americans," Mincy said. "We don't have an explanation."

Pew hopes to develop some answers in future reports in its series on economic mobility. Reports scheduled to be released early next year will probe, among other things, the role of wealth and education in income mobility.

Mincy and others speculated that the increase in the number of single-parent black households, continued educational gaps between blacks and whites and even racial isolation that remains common for many middle-income African Americans could be factors.

"That's a stunner," said Orlando Patterson, a Harvard University sociologist, when told about the Pew finding. "These kids were middle class, but apparently their parents did not have the cultural capital and connections to pass along to them."

Another reason so many middle-class blacks appear to be downwardly mobile is likely the huge wealth gap separating white and black families of similar incomes. For every $10 of wealth a white person has, blacks have $1, studies have found.

"We already knew that downward mobility was much more likely for blacks," said Mary Pattillo, a Northwestern University sociologist who studies the black middle class. "But this is an even bigger percentage drop than I have seen elsewhere. That's very steep."