CALIFORNIA HAS THE BEST PLAN YET – TO WIDEN AMERICA’S RACIAL WEALTH GAP!

Wall Street Journal- California Leftists Try to Cancel Math Class

https://www.linkedin.com/pulse/california-leftists-try-cancel-math-class-styron/

In a race to the bottom, California wants to cancel math and substitute with a “Pathway to Equitable Math Instruction: Dismantling Racism in Mathematics Instruction“.  What kind of mumble jumbo is that?   Translation: To make those struggling with math feel better by making simple equations such as (i.e., 2×5) equal to anything you want.  Just imagine if some of these students had been working on the Covid vaccine. “Is that 15% or 85% cyanide?  Guess it does not matter- IT’S ONLY MATH!”  

This proposal eliminates mathematics instruction as you and I know it lowering expectaions to the lowest common denominator.  

The California plan is: Senseless; Thoughtless; Irresponsible’ Nonsensical; Ludicrous; Asinine; and Leftists/Today’s California Democrats.  

I am neither Democrat nor Republican but simply opposed to 100% STUPIDITY. Both political parties, in my opinion, are similar to poisonous snakes.  My father taught me the best deadly snake is a beheaded snake.  

EXCERPTS FROM THE ABOVE ARTICLE:

“The framework recommends eight times that teachers use a troubling document, “A Pathway to Equitable Math Instruction: Dismantling Racism in Mathematics Instruction.” This manual claim that teachers addressing students’ mistakes forthrightly is a form of white supremacy. It sets forth indicators of “white supremacy culture in the mathematics classroom,” including a focus on “getting the right answer,” teaching math in a “linear fashion,” requiring students to “show their work” and grading them on demonstrated knowledge of the subject matter. “The concept of mathematics being purely objective is unequivocally false,” the manual explains. “Upholding the idea that there are always right and wrong answers perpetuates ‘objectivity.'” That’s also racist“.

The framework rejects preparing students to take Algebra I in eighth grade, a goal reformers have sought since the 1990s. Students in Singapore, South Korea, and Taiwan master introductory algebra in eighth grade or even earlier.

At one time, California took the goal seriously and made immense progress. California Department of Education data shows that while only 16% of students took algebra by eighth grade in 1999, by 2013, 67%—four times as many—were doing so. Success rates, meaning the percentage of students scoring “proficient” or above, kept rising even as enrollment increased dramatically.

The biggest beneficiaries were the ethnic minority and low-income students. While student success tripled overall, African-American students’ success rate jumped by five, and Latinos’ and low-income students by a factor of six.

Many highly selective colleges expect students to take calculus in high school. To get to calculus by senior year, students have to proceed on a pathway of advanced courses. The framework condemns this as a “rush to calculus” and indicates that California schools won’t provide such a pathway. California high-school grads may be put at a disadvantage in applying to top colleges.

The framework explicitly rejects “ideas of natural gifts and talents.” That some are gifted in math implies some others aren’t, and this is “inequitable.” The framework’s authors also fear that those designated “gifted” may have their fragile egos hurt if they later lose that designation. So it writes an obituary for gifted-and-talented programs, which would hobble the rise of many talented children in California.

The framework rejects ability grouping, also called tracking, even though studies show that students do better when grouped with others who are progressing in their studies at the same pace. We have known for years, including from a 2009 Fordham Institute study of Massachusetts middle schools, that schools with more tracks have significantly more math students at advanced levels and fewer failing students.

The proposal’s agenda becomes clear when it says math should be taught so it can be used for “social justice.”

This program is quite a comedown for math, from an objective academic discipline to a tool for political activism. Society will be harmed: With fewer people who know math well, how will we build bridges, launch rockets or advance technologically? Students will pay the heaviest price— and not only in California. As we’ve seen before, what starts in California doesn’t stop here.” {Wall Street Journal- California Leftists Try to Cancel Math Class}

If the above proposal is passed, some high school graduates will be incapable of calculating an apartment’s square footage, calculate a 12% reduction in price, etc.  Those same graduates, along with my cat, Jazzy, will be qualified to teach math and any other class in tomorrow’s dumbed-down education.   

THE PATH TO FINANCIAL FREEDOM STARTS WITH EDUCATION

EDUCATION INCLUDES TRADES!

Education leads to higher earnings leading to Financial Freedom.  This California proposal to cancel math will widen the wealth gaps.

WHAT THE DATA SHOWS – YES, THAT MATH THING AGAIN

Looking at any standardized test scores from public school to college admission, here are the U.S. rankings by race:

  1. Asian Americans
  2. Indian Americans
  3. White Americans
  4. Latino Americans
  5. Black Americans.
T

The rankings of highest compensation are EXACTLY the same as the above race rankings: 

  1. Asian Americans
  2. Indian Americans
  3. White Americans
  4. Latino Americans
  5. Black Americans.

California’s proposal will widen the education, health, and wealth gaps causing more long term harm to black and brown people. 

COVID’S IMPACT ON WORK AND EARNINGS 

Many jobs that existed pre-COVID are permanently GONE. “COVID forced many companies to automate away as many employee-hours as possible. McDonald’s and Pizza Hut have practically turned into Sonic. Now that the recovery is underway, but income support has not stopped, folks who earn less than $16 an hour are either waiting for benefits to run out or looking for jobs with better compensation. That’s nudging employers with lower-pay positions to automate moreMany of those jobs that might have survived COVID will not survive the recovery due to labor shortages and proposals to increase the minimum wage.

COVID pushed millions of Americans to Amazon and other online retailers.  Many small retailers and large numbers of restaurants have permanently closed their doors. The jobs lost in the retail and the food sector are among people on the low-end income spectrum, disproportionately impacting women, Blacks, and Hispanics. The most impacted individuals have the lowest education levels and the most difficulty adapting to changed circumstances. They are also the people least able to function in a higher inflation environment. 

America’s self-inflicted inequality issues are worsening!

CALIFORNIA’S PLAN WILL HARM PEOPLE LEAST ABLE TO FUNCTION IN CURRENT AND FUTURE JOB MARKETS  

Those who cannot do basic math will be; unemployed, under-compensated, or remain on government support programs.  

If we genuinely want to close the education and wealth gaps we must identify the TRUE root causes (regardless if the truth hurts) and find REAL solutions!

CONCLUSION- By My Friend: George Wong – Senior Advisor at Shark Wheel LLC and Senior Advisor at Intex Industries (Xiamen) Co., Ltd Los Angeles Metropolitan Area

“As an educator, I just find it deplorable that progressives believe educational equality/equity is about abandoning the strive for achievement in favor of aspiring to be average.   For the unions, it is easier for their members to teach down to the average than to ask them to teach to a higher standard.   Did today’s leaders not see the movie “Stand and Deliver?” The story is based on a true story in my backyard.  Through my affiliation with the California Academic Decathlon, I’ve met Jaime Escalante’s colleagues and the generation of teachers that followed.  The teachers still believe in elevating the masses rather than allowing students to aspire for average.   Some of the best things that happen to students of color still happen in the classroom, driven by local teachers and administrators who give a damn rather than in the progressive think tanks and union headquarters far removed from the heartbeat of the communities and schools whose course they are trying to change.”

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I am a proud nerd (as my beautiful wife and daughter have told me) investment and finance blogger with an N.C. State, Chemical Engineering, University Rutgers, MBA and Harvard University, Advanced Management education.

I left a corporate career because I desired to make a difference as a speaker and writer. I was blessed to be coached and mentored by strong women and men in my family and professional life.  It is my time to serve and give back.

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This blog will provide, information and simple strategies, that will assist you to achieve YOUR financial objectives and long term targets. For over 30 years, I solved multi-million dollar problems, for Fortune 10-250, companies. My formal education includes: Business, Finance and Chemical Engineering {Problem Solving} at: Harvard, Rutgers and North Carolina State. And an additional 30+ years, managing my family’s investment decisions. I currently manage/advise people with net-worths ranging from the tens of thousands to several million dollars.

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