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• W267760854 abstract "Two HUNDRED NINETY-FOUR MONTHS AND COUNTING?1 NO EXCUSES: CLOSING THE RACIAL GAP IN LEARNING. Abigail Thernstrom & Stephan Thernstrom. New York: Simon and Schuster, 2003. Pp. xv, 334. $26.00. I. INTRODUCTION Abigail and Stephan Thernstrom's first massive book on the state of black-white relations in contemporary America was America in Black and White: One Nation Indivisible.2 Lino Graglia, professor of law at the University of Texas, could have used their solid social research to bolster his claim that the culture of blacks and Hispanics contributes to their academic achievement gap. As it was, his assertion during a September 1997(3) campus lecture drew a firestorm of protest to the UT campus and hysterical calls for his dismissal.4 Conversely, if Supreme Court Justice Sandra Day O'Connor had read the Themstroms' newest book, No Excuses: Closing the Racial Gap in Learning,' she might have rethought her opinion, including a twenty-five year time limit for the use of racial and ethnic preferences to achieve student diversity, in Grutier ?. Bollinger!6 Justice O'Connor could have had the benefit of the Thernstroms' most recent educational performance data illustrating that the growth of the percentages of minorities with high grades and competitive test scores hit a brick wall fifteen years ago and has since reversed course.7 For O'Connor to believe that preferences would help things to improve so dramatically in a quarter-century that they will no longer be needed, is, simply put, a politically correct pipe dreamespecially since preferences are not the solution, but a major part of the problem. No Excuses takes up the issue of minority academic achievement, where the Thernstroms leave off in Black and White. The authors attempt to solve the riddle of what should be done about stubbornly low black and, to a lesser degree, Hispanic test results and scholastic performance. The Themstroms admitted to being stumped back then, but their new research points to two principal culprits. The first culprit is internal: a black and Hispanic culture that inhibits academic performance in a variety of ways; the second culprit is external: public school teachers, their unions, and an ossified, self-serving K-12 school bureaucracy that does not reward innovation or encourage competition. In a New York Times review of Black and White in 1997, reviewer Nicholas Lemann charged the Thernstroms with making us aware of these terrible conditions (i.e. black academic underachievement) yet not proposing anything as a solution.9 Lemann will not be able to make that charge again this time. No Excuses provides step-by-step solutions for the central problem that has bedeviled American education for the last fifty years-how to close the learning gap of blacks and Hispanics. II. THE PROBLEM The Justices deciding Grutter who found a diversity exception to the Fourteenth Amendment's prohibition against racial discrimination admitted that their action might be a from the norm of equal treatment of all racial and ethnic groups. At bottom, this deviation simply reflects the embarrassment and trepidation by the Court (and the hundredplus pro-preference amid) in believing the ability of blacks and Hispanics to compete academically with whites and Asians. In essence, the Court looked at the state of minority educational achievement and brushed the issue aside. No Excuses confirms the fears of the Court. For the authors, the painful racial gap in scholastic achievement is a crisis, and, not surprisingly, they see it as the main source of ongoing racial inequality.11 What is at the heart of the problem? There are many complex factors, they argue, but most important is the educational culture-the values, styles, habits, and overall tool kit of skills-of America's different racial and ethnic groups.12 The Thernstroms' exceptional analysis of this issue sets this book apart from so many others that examine the same issue. …" @default.
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• W267760854 date "2003-10-01" @default.
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• W267760854 title "Two Hundred Ninety-Four Months and Counting?1" @default.
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