When it's about cultural affirmation instead of education, students suffer

Student test scores from Charlotte, North Carolina are now the highest among children in big cities across the US.

Black economist Thomas Sowell, who went to school in Charlotte himself, looks at some of the reasons why Charlotte may be on top while schools in places like the Big Apple are not, here:

Some years ago, when I looked at the math textbooks that my nieces in Harlem were using, I discovered that they were being taught in the 11th grade what I had been taught in the 9th grade. Even if they were the best students around, they would still be two years behind -- with their chances in life correspondingly reduced.

New York City has two kinds of high school diplomas -- its own locally recognized diploma, that is not recognized by the state or by many colleges, and the state's Regents' diploma for high school graduates who have scored above a given level on the Regents' exam.

The Regents diploma is for students who are serious about going on to a good college. Only 9 percent of black students and 10 percent of Latino students receive Regents diplomas.

That a Southern city's school children would now top the list of big city test scores may be due to the fact that the South has not jumped on the bandwagon of the latest fads in education to the same extent as avant garde places like New York City, where spending per pupil is about 50 percent above the national average.

These fads now include the dogma that racial "diversity" improves education, as does emphasis on racial "identity." In reality, a recent study shows that black students who perform well in racially integrated schools are unpopular with their black classmates. They are accused of "acting white," a charge that can bring anything from ostracism to outright violence.

The same is not true to the same extent among blacks attending all-black schools. Hispanic students' popularity likewise falls off sharply -- even more so than among blacks -- as their grade-point average rises.

Is it surprising that white and Asian American children do better without these self-inflicted handicaps to academic achievement? Is it surprising that New York City schools are now paying the price for avant garde educational dogmas?