Public schools throwing away millions on professional race hustlers.
Photo Right: Glen Singleton.
We are bombarded with the constant cry that public schools need more money. Yet we see what they waste the money they have on. Professional race hustler Glen Singleton charges over $100k to come to public schools and call everyone a “racist.”
Singleton arrives at schools, and tells them that all the white teachers are “racists.” The non-white teachers have even unconsciously picked up “racism” from the white teachers. Non-whites, he says, do poorly because the teachers are all “racists.” The solution is for schools to pander to non-whites and look for ways to artificially lift them up. (Which as we already know, means dumbing down the entire school!)
Whites, according to Singleton, are supposed to mortify themselves and repent for imaginary wrongs committed against non-whites.
Then Singleton laughs all the way to the bank, and probably can’t believe how gullible and foolish these condescending white liberal school administrators are.
If any school district in Colorado can turn around second-rate achievement among many black and Hispanic students, it should be Cherry Creek. It has the resources, tradition of excellence, quality staff, first-rate facilities, and community confidence required to pull off the feat. And it has a smart pro at the helm in Superintendent Monte Moses. The stars are aligned.
Yet in its quest to eliminate the achievement gap, Cherry Creek has embraced, oddly, a program that is at best offensive, and potentially an obstacle to long-term progress. It’s the brainchild of Glenn E. Singleton of the Pacific Educational Group in California, a man with a one-word explanation for low-scoring blacks and Hispanics: racism.
“It is our belief that the most devastating factor contributing to the lowered achievement of students of color is institutionalized racism,” Singleton writes (with co-author Curtis Linton) in his recent book Courageous Conversations About Race. White teachers (and minority teachers co-opted into the white power structure) stymie black and Hispanic students because they fail to understand their cultures and how daily racial oppression affects their outlook. They also push a curriculum tooled for whites, and are ignorant of the special ways that blacks and Hispanics communicate.
“We will shine the light on racial dominance to uncover how Whiteness challenges the performance of students of color while shaping and reinforcing the racial perspective of White children,” Singleton and Linton promise.
Cherry Creek not only paid Singleton’s outfit a six-figure fee for advice, Moses wrote an endorsement blurb for the back of his book. And the program of “equity teams” and “courageous conversations” is being implemented in district schools.
In a recent interview, the superintendent was at pains to emphasize that Singleton’s program was only one of several initiatives in Cherry Creek intended to improve achievement – and that these include everything from lengthening time spent in class to re-examining curriculum.
But Moses also stood fast as a booster of Singleton’s theories. Of the gap in reading between district blacks and Hispanics on the one hand and whites and Asians on the other, Moses noted, only half can be attributed to the “risk factors” of special education, poor mastery of English, poverty, and residence in the district less than one year. Those same factors, he said, account for even less of the achievement gap in math, according to the same district analysis.