Black Academic Achievement Below What We Need For Uplift - The Crash After "Our Eyes Were Taken Off Of The Prize"

These two transactions which are related to public education for Black people came to my attention in the same week.   These two points must be stitched together to detail one powerful point of truth:

When handed control over OUR human resources - those people who now stand with power WITHIN our community, far too often show, that their present consciousness disqualify them from rendering the holistic management of the ecosystem within our community to produce DESIRED ECONOMIC END.

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There is a great ideological divide within the Black community.  There is no question that the progressive dogma dominates any other alternative.  This monopoly also allows the dominate "Black Racial Services Machine" to deliver results that are far short of their promises derived from our continued "Congregational Unity", retain their confidence from the Black Rank & File and then go on to make some EXTERNAL indictment against the force that THEY BELIEVE is the primary force threatening the interests of Black America - in this case education.

When I listened to this first section of Robert Moses' argument for "quality, equal education for all children" I was found staring at the television screen in disbelief.  Despite having direct access to the Black kids that he and others claim to have primary concern for - THEIR SOLUTION for their education is to span out to the national government and demand a constitutional amendment.   Again - to solve an INTERNAL challenge among Black people - they must run outward to the national government.

This notion is baked in progressive-fundamentalist thought.  It functionally allows the forces that retain dominate control over our community to abstract all of their:

• Social policy enforcements
• Academic policy enforcements
• Political/Public policy enforcements

It is this proclivity to demand unity and forge a mutual agreement that some EXTERNAL FORCES are the problem for us internally - allowing the damage from Slavery to continue - that our present actions are functionally nullified.  These agreements ONLY serve to forge mental contentment that "It was not our own doing that lead to this end".  Blaming the inferior VICTIM is at the centerpiece of Black Progressive-Fundamentalist thought.

I am forced to ask WHY bother to take over the community institutions when you ultimately wish to outsource the obligation for results back to the national government which granted the state its charter and the state which granted the local school system and city its charter?    This mechanism of localized governance franchise which is  intrinsically necessary deliver effective managed outcome is tossed away because of the potential self-indictment that accompanies it.

When I listen to Robert Moses I hear a Black man who can walk out of TODAY'S public school and seek to address its problems by jumping in a time machine BACKWARD. 

Mr Moses' target audience are Black people and White liberals who are inclined to call the people in the schools in question "The Least Of These".  His biggest fear is being functionally left all alone in the same urban schools that candidate Obama warned America about the great danger that would be had if they were kept all to themselves.

If you listen to the increasing talk about "Income Inequality" it is merely another permutation of Progressive-Fundamentalist reasoning.   They got control over the institutions - just as Bayard Rustin LAID OUT THE PLAN FOR.   Upon winning what they had set forth - WE still lost.  Now they are working on a new plan of external indictment.  Never having missed a step or held accountable for leading Black people along.

Moses - Tens Of Thousands Of Students Must DEMAND THEIR EDUCATION

The frustration that I have in listening to Mr Moses is that he, an expert in history, is able to deny the timeline that was followed from the time of the "Civil Rights Movement" to TODAY. 

He can't accept that today we are living in his previous "solution set".   The lack of institutional ability to transform Black people comprehensively through education shows the failure of his strategy to work through the local institutions.  Instead he prefers to work through "The Struggle", seeking POLITICAL ends.


Washington Post: D.C. schools have largest black-white achievement gap in federal study

Generally speaking, the results in large cities mirror national trends: Students show some improvement in math, but progress in reading is stagnating.
In reading and math, the gaps in scores between black and white students were widest in D.C. schools compared with those in 20 other urban systems, including New York, Los Angeles and Miami.
The D.C. gap was also greater than the national average and the average for cities with populations of 250,000 or more, according to the study.
On the fourth-grade math test, for example, black students in the District scored an average of 212 points out of a possible 500, and their white classmates averaged 272. That 60-point difference is more than twice the national achievement gap for that test.
The achievement gap has been a stubborn problem and of growing concern among educators, policymakers and civic leaders. With enactment of the No Child Left Behind law in 2002, the federal government made closing the gap a priority and a reason for increased accountability in public education. Many strategies have been deployed by schools across the country to attack the gap, but few have resulted in substantial progress. All the cities analyzed for racial and ethnic performance gaps found differences between whites and blacks and between whites and Hispanics.
But in every case, their variations were narrower than in the District — in some cases, five times smaller. In the fourth-grade math example, for instance, Cleveland’s black and white students were separated by 21 points.
The District’s racial gap is really an income divide, said Michael Casserly, executive director of the Council of the Great City Schools, which represents the largest urban school systems.