Congressional Black Caucus Chairman Cedric Richmond said, “I expect that Mrs. DeVos will have an incredibly harmful impact on public education and on black communities nationwide.”
Those and many other criticisms of Department of Education Secretary Betsy DeVos could be dismissed as simply political posturing if we did not have an educational system that is mostly mediocre and is in advanced decay for most black students.
According to The Nation’s Report Card, only 37 percent of 12th-graders were proficient in reading in 2015, and just 25 percent were proficient in math (https://www.
The nation’s high-school graduation rate rose again in the 2014-15 school year, reaching a record high as more than 83 percent of students earned a diploma on time. Educators see this as some kind of achievement and congratulate themselves. The tragedy is that high-school graduation has little relevance to achievement.
In 2014-15, graduation rates at District of Columbia Public Schools, just as they did nationally, climbed to an all-time high. At H.D. Woodson High School, 76 percent of students graduated on time; however, just 1 percent met math standards on national standardized tests linked to the Common Core academic standards. Just 4 percent met the reading standards.
The low black academic achievement is not restricted to high-school graduates of D.C. schools. The average black high-school graduate has the academic achievement level of a white seventh- or eighth-grader. As such, it stands as unambiguous evidence that high schools confer diplomas attesting that students can read, write and compute at a 12th-grade level when in fact they cannot. That means they have received fraudulent high-school diplomas. There are many factors that affect education that educators cannot control. But they have total control over the issuance of a diploma.
Firenze Sage: Why would a passel of lying, useless, corrupt politicians not want its constituency to read?