Failing minority students Chicago Public Schools.
Failing minority students Chicago Public Schools.
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Chicago Schools Ruined by Racial Diversity

by Lewis Loflin

The City population (~2.7 million) is 33% white, ~29% Hispanic, ~29% black, ~7% Asian. Chicago and many large Blue Democrat ruined cities operate more like Latin America with a well-off class and masses of poor, violent "people of color."

The socialists running the City and their rich white enablers refuse to address the problem directly. Their power base is affluent white Progressives allied with masses of welfare users controlled united and through racial grievance.

The problem appears in schools with a 75% plus failure rate. It is likely higher as schools struggling with diversity students hand out worthless diplomas. To quote,

The student body at the schools served by Chicago Public Schools is 11% White, 35.8% Black, 4.4% Asian or Asian/Pacific Islander, 46.7% Hispanic/Latino, 0.3% American Indian or Alaska Native, and 0.2% Native Hawaiian or other Pacific Islander. In addition, 1.7% of students are two or more races, and 0% have not specified their race or ethnicity.

No better example of how diversity and CRT racism destroy schools than in Chicago. The system are not repairable at 11% white. Chicago Public Schools contains 649 schools and 341,382 students. The Chicago minority student enrollment is 90%.

Low-achieving native-born blacks are joined by millions of third-world peasants, migrants, immigrants, and illegal aliens. In Chicago, that is 122,000 black students with 105,000 failing; 159,000 Hispanic students with 119,000 failing. They do terribly in their home cultures and a little better here.

Diversity destroys the system in two ways. Our racist education system lowers standards and rigs the system to accommodate what I call "low achiever classes," or LACs. Another definition is low-achieving non-Asian minorities.

To make the lack of ability worse, educators discourage assimilation. They prefer to waste time dabbling in racial Marxist theory or attack Western culture that gave us modern civilization, science, engineering, medicine, etc.

Though either a mass conspiracy of the education industrial complex or incompetence, teachers can't or won't teach these children. They prefer to cover up the problem or yell racism. Or divert off onto gender identity extremism.

Lieutenant Governor of Virginia Winsome Earle-Sears, who is black, admits 84% of black students are failing.

Someone else asks, which also applies to Virginia, "How can 84% of Chicago Public Schools students graduate when only 26% of 11th graders are proficient in reading and math?"

High scoring low-income students are white and Asian.
Fig. 2

High scoring low-income students are white and Asian

To quote Brookings March 31, 2013:

"Low-income, high-achieving students are those who score in the top 10% of SAT scores and who come from families with income levels at or below $41,472. Slightly over two-thirds of these students are white, and 15% are Asian. The study's authors estimate that there are between 25,000 and 35,000 of these students in the U.S."

If universities were not rigging the system to exclude low-income, high-achieving white students, virtually all those positions should go to whites and Asians.

Most never go to top colleges hobbled by income and race quotas, aka "adversity scores." Universities make little effort to recruit them.

Here is how Michigan is going back to the same old racist nonsense.

The new gimmick is titled "adversity score." Again, this bypasses both ability and merit to favor low-scoring non-whites. The data is highly subjective and hidden from the students and the general public. Criteria that fall along racial lines, such as high crime rates, single mothers, and location, will dominate the decision.

One can bet a poor white student from a rural district will get a completely different treatment than a non-white inner-city student operating at a sixth-grade level. If one cannot pass the damn test, then one should not get the credit.

This "adversity score" nonsense is scored from 0 to 100. 50 is average, over 50 is disadvantaged, and under 50 is privileged. This is beyond a joke.

This latest iteration of racial gerrymandering is succeeding beyond the liberal racists' wildest dreams:

"Previous trends in admissions ... show an increase in economic (meaning non-white) and racial diversity. According to an October report by Public Affairs, 2018 fall enrollment included a greater proportion of economic diversity and underrepresented students with a 14.8 percent increase in underrepresented minorities and a 6 percent increase in freshmen enrollment from those with incomes of $65,000 or less."

To quote March 25, 2013:

"The new study, which has received widespread attention, suggests that the lack of higher education opportunities for high-achieving, low-income students is more acute than previously believed. "Colleges are missing the mark in looking more exclusively on race and not income and socioeconomic status..."

In 2023, the Supreme Court formally outlawed affirmative action racism. There have been arguments for years to use class and not race. Going by class alone again would greatly favor poor whites, not the desired low-achieving non-Asian minorities.

The problem has always been that legacy students get the preferences. What is left is shifted towards nonwhites and international students. Colleges have already pledged to ignore the Supreme Court prohibition against affirmative action racism, and without a doubt, this "adversity score" garbage will get around that prohibition.

Focusing entirely on race pandering, our ruling class divides the public and ignores class differences. Class is the actual source of income disparity. Critical race theory serves the ruling class by steering the conversation away from their power and privilege and onto manufactured identity groups.

From Encyclopedia Britannica on Postmodernism:

Postmodernism, also spelled post-modernism, in Western philosophy, a late 20th-century movement characterized by broad skepticism, subjectivism, or relativism; a general suspicion of reason; and an acute sensitivity to the role of ideology in asserting and maintaining political and economic power.

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