*** Education ***
“New York City’s Stuyvesant High School is one of those all too rare public schools for intellectually outstanding students. Such students are often bored to death in schools where the work is geared to the lowest common denominator, and it is by no means uncommon for very bright students to become behavior problems.
Recent statistics on the students who passed the examination to get into Stuyvesant High School raise troubling questions that are unlikely to receive the kind of serious answers they deserve.
These successful applicants included 9 black students, 24 Latino students, 177 white students and 620 Asian Americans.
Since this is definitely not the ethnic makeup of the general population of New York City, we can expect to hear the usual sort of comments from those who are in the business of being indignant and offended.
The most common of these comments is that the tests are “unfair.” That is of course possible, but it is also possible that the groups themselves are different. Yet only the first possibility is allowed to be mentioned, in an age when race can be discussed only with pious hypocrisy and obligatory lies.
However shocked some people may be by the ethnic breakdown among students who passed the test to get into Stuyvesant High School, similar disparities can be found among students from different ethnic backgrounds in other countries around the world. Back in the decade of the 1960s, students from the Chinese minority in Malaysia earned 20 times as many Bachelor of Science degrees as students from the Malay majority.
In Sri Lanka, children from the Tamil minority consistently outperformed members of the Sinhalese majority on university admissions tests and, in at least one year, made an absolute majority of the A’s on those tests.
Back in the days of the Ottoman Empire, Armenian students did better than Turkish students when it came to writing in the Turkish language.
What does all this mean? That people are different. Would ordinary observation and ordinary common sense not tell you that? Or dare you not even think that, in the suffocating atmosphere of political correctness?
These differences are not set in stone. Back during the First World War, low mental test scores among Jewish soldiers in the U.S. Army led one mental test expert to declare that this tended to “disprove the popular belief that the Jew is highly intelligent.”
But many of the men taking the Army’s mental tests during the First World War were the children of immigrants, and had grown up in homes where English was not the language used. Mental tests in later years showed Jews scoring above the national average.
Every study I know of that compares the amount of time that black students and Asian American students spend watching television, and how much time they spend on school work, shows disparities as great as the disparities in their academic outcomes.
When teaching at UCLA, years ago, I once went into a library on a Saturday night, noticed how many Asian students were studying — and looked around in vain for any black students. How surprised should I have been when Asian students did better in the courses I taught?
A few years ago, Professor Amy Chua of Yale caused a controversy when she wrote a book about Asian “Tiger Moms” who put heavy pressure on their children to succeed in school. But a more recent book (“Gifted Hands”) by black neurosurgeon Benjamin Carson shows that his mother was as much of a Tiger Mom as the Asians.
Not only did Dr. Carson rise from the ghetto to become an internationally recognized neurosurgeon, his brother became an engineer — both of them children of a poverty-stricken mother with only three years of education. But Tiger Moms get results.
Unfortunately, we are at a stage where the interests of race hustlers is to cry “unfair” at the tests — and they have a lot more political clout than black Tiger Moms have. So long as the rest of us are silenced by political correctness, racial progress on that front is unlikely.
Put differently, whole generations of black young people can continue to go down the drain because their fate carries less weight than fashionable racial rhetoric” Thomas Sowell
Scholastic Shooting Trust
TSRA is pleased to announce a donation from Larry & Brenda Potterfield, founders of Midway USA, to help fund permanent endowments for shooting programs at educational institutions in Texas. The program is essentially a three step process.
1. Identify eligible programs that make a commitment to participate.
2. Establish and fund the endowment.
3. Grow the fund by ‘sweat equity’ with matching funds from Larry & Brenda Potterfield.
It sounds simple but there are often problems with school/school district administrators who are not supportive of the shooting sports. Often though, when they learn more about the program and how the sport can exist without being a drain on their finances, it becomes more attractive. Here is how the process works.
The program is available only to shooting entities that are ‘connected’ to the school. The connection may be a formal team such as a JROTC team or as simple as 5 students from the same school shooting as a team. The school may be a public, parochial, or privately funded high school or college and the shooting entity may operate as a club, JROTC, and/or a NCAA team sport.
The TSRA will, once the commitment is made, contribute funds to the Midway USA Foundation in the name of the shooting entity. That account remains at the Midway USA Foundation and can be accessed only through a grant request by the shooting entity (details below).
Following the establishment of the account, the shooting entity will conduct fundraising activities (special shooting events, etc.) and they send those funds to their account. At that time Larry and Brenda Potterfield will match the funds on a 1:1 basis. The TSRA will match the proceeds of the fundraiser on a 2:1 basis up to a maximum from TSRA of $5000. That is the end of the matching by the TSRA. However, subsequent fundraisers in 2013 by the shooting entity will be matched dollar for dollar by Larry and Brenda Potterfield, thus the shooting entity; through ‘sweat equity’ can grow their account and increase the amount of financial support for their shooting team’s activities.
The scholastic shooting entity will receive a notice in May that they are eligible to withdraw up to 5% of the value of their endowment. The entity submits a grant request in June and the checks will be written in July to support the entity’s shooting program for the following season.
The upside potential is limited only by the fundraising capability of the shooting entity. Another point to keep in mind is that the shooting entity trust is only available to the shooting entity. It is not available to the school system or individual school. If, in the unlikely event the shooting entity is discontinued, the funds remain at the Midway USA Foundation and may be used to support other shooting programs. Should the entity’s program be resurrected, the original balance will be returned to the schools endowment.
Teams which would like to participate in this program should contact Rhonda Esakov, TSRA Youth Shooting Sports Program (YSSP) Coordinator, at email@example.com, or Wayne Nunn, TSRA Junior Programs Director, at firstname.lastname@example.org, to start the process.