The Racial Achievement Gap and the War on Meritocracy

By Jason L. Riley

Wall Street Journal

Published Sept. 8, 2023 - Updated Sept. 12, 2023


Yes, this is another September “back to school” column. My apologies. But someone needs to keep pointing out that our national debate over which books to allow in classrooms, or how to teach slavery to middle-schoolers, is far less consequential than the continuing inability of most youngsters to read or do math at grade level.


In Florida, where GOP governor and presidential candidate Ron DeSantis has taken lumps for a couple sentences in a 200-page black-history curriculum, only 39% of Miami-Dade County fourth-graders are proficient in reading, according to a Miami Herald report last year on standardized test results. By eighth grade the number drops to 31%, and math scores are just as bad. Who cares if kids have access to books by Toni Morrison or Jodi Picoult if most of them can’t comprehend the contents?


These dismal outcomes have persisted nationwide for decades, and the racial achievement gap is even more disturbing. The U.S. Education Department reported last year that in 2022 the average reading score for black fourth-graders in New York on the National Assessment of Educational Progress trailed that of white fourth graders by 29 points. This “performance gap was not significantly different from that in 1998,” the report added.


The progressive left’s response to these outcomes has been to wage war on meritocracy rather than focus on improving instruction. The goal is to eliminate gifted-and-talented middle-school programs, high-school entrance exams and the use of the SAT in college admissions. One defense of racial preferences in education for black students is that recipients, including those who go into teaching, are more likely to work in low-income minority communities after graduation. That’s true, but is it what economically disadvantaged students really need, more second-rate teachers?


In his lively autobiography, “Up From the Projects,” the late economist Walter Williams related an incident from his teaching days at California State University, Los Angeles in the late 1960s. A black student approached him at the end of the course and said he needed a B to graduate. The student told Williams that he wanted to teach school in Watts, a predominantly black section of Los Angeles. Williams replied that Watts didn’t need any more mediocre educators. He added, jokingly, “If you’d said San Fernando Valley”—a predominantly white area back then—“I’d have given you the B.”


Williams was appalled that many of his academic colleagues were holding their black students to lower standards. “There was no more effective way to mislead black students and discredit whatever legitimate achievements they might make than giving them phony grades and ultimately fraudulent diplomas,” he wrote. Sadly, the downstream effects of lax standards for black students that concerned him more than 50 years ago have only gotten worse.


Medical students in all 50 states must pass a licensure exam before they can practice. The exam has three parts, and Step 1 is administered at the end of the second year of medical school. It measures your grasp of basic science topics—anatomy, biology, biochemistry, pharmacology—and is highly predictive of how you will perform in medical school going forward.


A student’s numerical score on the Step 1 exam has long been the most important tool in evaluating candidates for the most competitive medical disciplines and residency programs. Three years ago, representatives of the nation’s leading medical groups voted to scrap numerical scores and report the results of the Step 1 exam as pass/fail.


The reason is simple, according to Stanley Goldfarb, an academic physician and former associate dean of curriculum at the University of Pennsylvania’s medical school. In a recent book on how social-justice activism has affected medical training, “Take Two Aspirin and Call Me By My Pronouns,” Dr. Goldfarb explained that black students underperform on the Step 1 exam. “The solution to the fact that white students score better on the exam was to eliminate reporting scores,” he wrote, which “makes about as much sense as Major League Baseball eliminating batting averages to assure that no ethnic cohort outperforms the others.”


Dr. Goldfarb’s book has an amusing title—which comes from an op-ed he wrote for this paper in 2019—but what it describes is nothing to laugh at. Those who complain about racial disparities in medical outcomes might consider how racial double standards contribute to them. Medical schools have been pressured to relax admission standards for diversity purposes, which has led to the relaxation of grading standards and licensure requirements.


Black doctors are more likely than white doctors to practice in medically underserved areas, but low-income blacks need second-rate doctors even less than they need second-rate teachers. For whatever reason, it seems lost on progressives that addressing the racial achievement gap in K-12 education would go a long way toward addressing the one in medical school.


The Racial Achievement Gap and the War on Meritocracy - WSJ

Challenging One-Sided Discourse and A Call for Academic Integrity

15 May, 2024
Annie Hirshman '24 May 15, 2024 Last year, I took a Political Science course with a certain professor. This was not uncommon for me, as I am a Political Science major. However, for students of different majors, this particular course was required in order to obtain a liberal arts degree from Davidson College. Therefore, this class serves as a lot of students' sole exposure to the political science department. I was in the classroom with a variety of individuals, ranging from the Phi Delt jocks to the studio art majors. This classroom had everything and everyone. Since this was the first time a lot of them had taken a political science course, the dialogue and discourse was somewhat quieter. Therefore, I felt encouraged to speak up in class. I participated often, sharing my opinion on daily issues and historical events that had shaped American politics. I hoped that my voice would encourage others to participate. Sharing my opinion took a turn for the worse on a certain Wednesday morning. As the semester progressed, I noticed that the teacher was only sharing liberal skewed media sources. When they would discuss conservative matters, it had a negative connotation. They often referred to Republican politicians as a whole using derogatory terms, almost asserting that one bad apple was synonymous with the bunch. I discussed what occurred within the classroom numerous times outside, especially with my classmates that were rather conservative. They spoke of how they felt alienated in class, frightened at the outcome if they were to share their opinion. As a natural-born extrovert and rather excited by the idea of questioning the professor, I spoke up. I asked them why they chose to share only liberal-based news sources and strayed from conservative outlets in their journalistic sources. Their answer was short and sweet: because they were the only accurate sources to garner information from. I was shocked and severely taken aback by their statement. Later that day, the professor followed up with an email ‘defending’ their position. Without their intent, they confirmed that they do not “explicitly seek to include conservative outlets”. They spoke of how there was an ongoing movement to tar outlets that were not relatively conservative. They continued that accurate news sources were under attack for liberal alignment when in reality (their opinion), they were honest and true. The professor asserted that Republican politicians were guilty of executive aggrandizement for these efforts. In addition, they asserted that sources such as the New York Times and the Washington Post have been shown to have a very limited liberal bias, if any. As someone who seeks to challenge my own and other’s beliefs, I did some research to see if these statements were accurate or not. I checked multiple sources to see which sources were actually ideologically skewed. The Allsides Media Bias Chart, which collects its information based upon multi-partisan scientific analysis, including expert panels and surveys of thousands of everyday Americans, provided convincing material. It asserted that the New York Times, CNN, and Washington Post all skew left to the same extent that The Wall Street Journal skewed right. In addition, I analyzed the Ad Fontes Chart. In order to analyze their data and rate their sources, their methodology consists of multi-analyst ratings of news sources along seven categories of bias and eight of reliability. Each source is rated by an equal number of politically left-leaning, right-leaning, and centrist analysts. All analysts must hold a bachelor’s degree, while most hold a graduate degree and about one-third have obtained a doctoral degree. It argues that the Wall Street Journal is on the “skews right” section while the Washington Post, New York Times, and CNN are on the “skews left” section. The fact that Davidson supports a professor that only teaches one side is sad but not shocking. This is an ongoing issue at this college. I know for a fact that I am not the sole student who feels this way. Teachers are supposed to teach us how to think, not what to think. Through supporting professors that promote a one-sided discourse, that statement is contradicted daily. Considering that the college routinely refers to the “Davidson Experience” in a positive way, I can’t believe that this is what they have in mind. At the end of the day, solely teaching one side is indoctrination. Davidson, coming from a student who admires and cherishes you, please do better so future generations of students feel both free and encouraged to speak their mind, even if it is different than the majority. Annie Hirshman is a 2024 Graduate of Davidson College with a degree in Political Science.

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