I take this one personally. Let me tell you why.
As I recall, I scored 960 on my SAT. This was good enough for second best in my class and many congratulations and backslaps from teachers and administrators. Based on that, I thought I’d done pretty well.
So I’m in college, right? Freshman year, and I get to talking with my roommate, this white guy named Reed, about our SAT scores. Reed’s kind of sheepish, finally confessing that he scored “only” about 1200.
That’s when I realized I had not done pretty well. I had done pretty well for a student of John C. Fremont High, in the poverty, crime and grime of South Los Angeles. I had done pretty well for a black kid.
As it happens, I started classes at the University of Southern California at 15 years of age, got good grades and came out four years later with my degree. So there was nothing wrong with my brain. I’ve always suspected my modest SAT score and the fact that I was encouraged to celebrate it said less about me than about the expectations others had of me — and kids like me.
So yes, it touches me in a raw spot, this news that two states — Florida and Virginia — have adopted new education standards under which they would set different goals for students, based on race, ethnicity and disability.
Like many other states, Florida and Virginia requested waivers from the No Child Left Behind Act’s unrealistic goal of having every child at grade level in reading and math by 2014. But these states used their waivers to create separate and unequal performance standards for their black, white, Hispanic, Asian and disabled children.
Last month, for example, Florida set a goal of having 86 percent of white kids at or above grade level in math by 2018. For black kids, the goal is 74 percent. Virginia is wrestling with similar standards.
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