Yes, she pointed that out and I refuted her claim by posting a study which looked at the educational outcomes of a massive social experiment which moved thousands of poor black families out of bad neighborhoods and installed them in solid middle class neighborhoods, neighborhoods with schools which lacked no resources, and the result was that there was no improvement, years later, in the educational outcomes of the black students.
Originally Posted by Ockham
We see this all over the place. Here is Princeton High School,
Several months after Blake graduated, Princeton High School (and thus the district as a whole) ran afoul of the statute for the first time, based on the lagging scores of African-American students on a standardized English test given to 11th graders. Last month, the school was cited for the second year in a row, this time because 37 percent of black students failed to meet standards in English, and 55 percent of blacks and 40 percent of Hispanics failed in math. One of the standard complaints about No Child Left Behind by its critics in public education is that it punishes urban schools that are chronically under financed and already contending with a concentration of poor, nonwhite, bilingual and special-education pupils. Princeton could hardly be more different. It is an Ivy League town with a minority population of slightly more than 10 percent and per-student spending well above the state average. The high school sends 94 percent of its graduates to four-year colleges and offers 29 different Advanced Placement courses. Over all, 98 percent of Princeton High School students exceed the math and English standards required by No Child Left Behind.
This phenomenon is seen all across the country and across all socioeconomic groups. Here is a black Harvard economics professor talking about the school his own children attend:
Yet whites and blacks taking similar level courses report that they spend the same time on homework. It is just that the results are different: 38 percent of whites who spend two hours on homework nightly get all their work done; only 20 percent of blacks spending two hours finish their homework — the Gap.
It would be politically convenient for Professor Ferguson, a black man raising his two children plus a nephew in a Boston suburb, if the Gap could be explained away by economics.
It cannot. When he controls for income, half the Gap persists. Among the richest families, blacks average B+, whites A-. How to explain it?
Point #1. - Answered above.
I've basically seen two major arguments that explain such results:
1.) That blacks and minorities do not have access to quality educational schools, therefore their standardized tests are lower than others.
2.) That standardized tests are racially biased, therefore do not take into account the diversity of the students taking the tests which cause the student to make mistakes, whereas if the questions took into account the racial differences, the students tests scores would be higher.
Point #2. - Tests being racially biased has long ago been addressed. Even the academic critics who pointed this out 30 years ago now concede that this is no longer the case. This is now an old-wive's tale which seems to have a half-life that approximates the age of the universe.
Further, research is now quite clear that the SAT OVERPREDICTS black performance.
Differential Validity and Prediction of the SAT
As for gender by ethnicity analyses, the SAT overpredicted African American students’ FYGPAs; however, overprediction was greater for African American males, with mean residuals ranging from -0.24 to -0.20 compared to African American females, with mean residuals ranging from -0.13 to -0.04 for the 1994 version of the SAT.