that we are being too gentle about all of this because it's not a mere accident that there is a political subject to these books and it's the political agenda that is driving the selection of books. the national association of scholars is friendly to that point of view in that we would rather talk less of it in our previous years of presentation and some of the opposites that we been writing about. i tried to bring it in a little bit that there's clearly some elements of goodwill in the selection of books. it's not just all about politics. it is not just an agenda reading 24 hours a day. something else is is going on. one of the popular books this year is outcast united. it's another children's book basically about a soccer team in south carolina, a do-gooder and

volunteers who organize a bunch of immigrant kids from all over the world's who prospects are bleak and suddenly their lives are transformed because they can all play soccer together. >> adapted for young people by warren st. john. >> this is the shorter version. >> the title rather nicely catches the spirit of this whole enterprise. the act outcast united, the students are taught to think of themselves as outcasts and their united and coming together where they can generate a new more wholesome culture and that's one main reason why lots of classics

in the classical sense of books are so cute. 91% of the books assigned in programs around the country were written after these children were born. 91%. so it's as though the written word hardly existed before they did. there are a few sort of hints that there might've been something written down in english earlier, but you have to go to some pretty far away colleges in southern utah and places like that to find them. i would say there's a major exception right here in new york city. columbia university is implement in common reading this year. it's not a story of uniform disgrace everywhere. it's a story in which, what are

we up to, 350 colleges this year, the great majority of them have taken the easy path into a world in which the books they assign are unchallenging, the content of them is overtly political, there is a quality of intellectual squalor that has overtaken this enterprise. as an organization, the national association of scholars have a duty to be optimistic to try to find something in this that can reading this enterprise. if colleges are not going to go back and re-create some kind of core curriculum, common reading may only be a band-aid, but at least it's a band-aid. therefore let's go out and find the best band-aids we can. certainly henrique's journey or just mercy don't make the cut. we need something a something a little bit better than that and some persuasion on the part of those who do like to read can go a long way. i imagine every single person in

this room, that's here, feel books have change your life. something that you read turned on your light and made you somebody who wanted to read for the rest of that life. we want you to take that that caring into this public discussion. we've published us 200 page report about this and we need to talk about it not just hang our heads and say what a sad situation. there's family members that care about this too. we encourage you to go out and talk about this. let's get a conversation started in this country about better books for the beach and maybe beyond the beach. were looking for something more substantial. i think you for coming and i think you for having us. [applause].

i'm giving away copies of two of my books. mark has put some of his books up here. i'm not sure if he's giving them away or selling them. he can make that choice. [laughter] >> there half-price actually. [laughter] >> thanks again for coming. i hope will you at future events [applause]. >> our book tv lineup will continue in a few moments. tomorrow nights, more authors and their books starting with a conversation with steve osborne on the job in which he recalls his 20 year career in the new york police department. then mary sarah builder examines james madison's notes on the constitutional convention. later from from the tucson festival of books, a panel discussion about books and democracy. following that discussion, one of the analysts talks about her book, in greater detail.

>> book tv has 48 hours of nonfiction books and tv every weekend. here are some programs to watch for. starting saturday at noon eastern. programs include bruce hillman who discusses his book the man who stocked einstein. then saturday at seven, patricia bell scott on the fire bread and the first lady. portrait of a friendship. the books explore the relationships between civil rights activists and first lady elinor roosevelt. she speaks with author and historian at roosevelt house in new york city. on sunday beginning at 1:00 p.m.

eastern from the vervet virginia festival of the book. george carlin's daughter who talks about her life growing up with the comedian in her book a carlin home companion. the author of the book the world's first woman president. >> for a woman to be at the head of the most powerful country in the world, when one of our key allies doesn't allow women to drive, our most significant enemy at this time, isis is literally executing women and girls simply be because they are women and girls. i think this sends a powerful message from the bully pulpit

about what america stands for. to book tv.org for the entire weekend schedule. on c-span, they they can have a longer conversation and delve in to the discussion. book tv weekends, they bring bring you author after author after author. the book to and van.lic >> hello. hello everyone. welcome to the eighth annual tucson festival of book. my name is david garcia and i will be her moderator. thank you very much for joining us. our discussion today of

politics, education and the session, they will be signing books. jonathan will not be able to sign immediately after peer i want everyone to know. he will be signing later on today. he is starting at 5:00 o'clock in the children's and teen signing area. he tells me that's the best time to catch him because he's got nothing to do "after words" and can stick around and sign for a longer period of time. then he will be available tomorrow as well. before we get started i want to take a moment to thank the sponsors of the annual tucson festival of books. i want to ask all of you, i know know you will have a great time be an e and this will be an engaging conversation. i want you to become a friend of the festival.eno you can do that here in the student union or online. we want these greatde opportunities to be continue to

be make available to the public for free. please become a friend so we can continue to have great programming. next thing, right right on time. please take a moment and put these on silent. whatever you need to do so we do not interrupt our authors todayi then we will get started. >> i am honored to be sitting up here with two great authors who have amazingly strong voices in education and politics. one newer voice and one who has been a longtime voice in education for many of us for a long long time. i'm pleased to be here with natalia and jonathan. w to get us started today, given that this is a panel that i get

a chance to work with, we're gonna start off with one of my favorite questions for each of them, just to get to know them a little bit better. i'm going to ask jonathan and natalia to take a couple minutes and tell us your education story. let's start with you. >> jonathan let's start with you. >> i began by going to harvard college majoring in english which people said would be useless in the real world. in t i loved literature and i could've spent my whole life writing about physical poetry. by some fluke i won a rhodes scholarship and went to oxford. i got bored they're actually so i moved to paris and was fortunate that some older riders

took me under their wing. was pl one was probably, only a few of you will remember james jones who wrote the world war two classic, from here to eternity. there were other riders there and then i came back to the united states and 64 and suddenly, as i heard the voice of doctor king on the radar radio and tv and it changed my whole life. i moved from cambridge into the black community of boston and i started teaching. i actually, i got in trouble, the end of that year, since all my students were black, almost all my students and there was no black literature at all, i brought in a single poem by langston hughes and the kids loved it.

i was fired the next day. it's called curriculum deviatio the odd way our country worked in those days, i immediately got hired by the federal government for curriculum development. [laughter] >> anyway i've gone on ever since then working with black and latino children for 20 years in the south bronx, new york, where two thirds of the kids i've been writing about our latino but one third black. i also spent time in this part of the country, long ago chavez asked me to come out to arizona and meet with farmworker children and their parents, which i did, and i guess to bring it up to date, i'm i'm still doing the same old thing. i'm still very angry that our nation has reverted to the

deepest racial segregation that we've seen since 1968. when you turn back the clock, our our schools are still savagely unequal in funding. they're not separate but equal, their separate and unequal. anyway, i promise i won't depress you the rest of the time [applause].e] >> i'm so happy that you asked for my education story and not just my school story since i think we all know education does not does happen in the formal classroom. i been so fortunate that much of my education has happened beyond the formal classroom classroom. all talk about when i grew up in a bilingual household speaking spanish and english.

this to me, growing growing up as an upper middle-class kid in boston was a huge part of and t

experience of teaching in these

environments was one of my most education ever. i was teaching in middle school, very forthright conversations with our principal where it was clear she was building the school from the bottom up and older kids were already a lost hope. i saw very diverse latino population was grouped into one category. kids shared basically nothing with one another. kids had come from catholic schools who were grouped with puerto rican kids who would migrate back and forth with mexican children, whose manager was one of citizenship. what we are doing is not right in grouping these kids together and i also thought what they did share, linguistic art and spanish speakers was assumed to be a deficiency. it was not even on the table. this was an issue to be fixed, not something we could all learn from. there is no universal.

one issue from that year, also learned that teachers where seen as disposable as the children we britt teaching and the idea that teachers are a valued profession, valued as human beings was not a given their. i wrote an op-ed about this, typical 1922-year-old, i came to change the world through public schools and look what happened. there was a lot of blow back, what happened is my colleagues saw that op-ed, parents were mobilized, delighted somebody was on their side and are realize i could make an impact through working in education but not necessarily -- went on to get -- went on to get my ph.d. in history at stanford and shifted my perspective, realizing that the west is where

it is, the contemporary social landscape and i think i will stop there. i am learning as a professor. >> excellent. you gave me a lot to go on. given that i teach, i will star with the word deviation. as jonathan mention, statistics, i appreciate that. we are going to take a second and have you comment about the broad perspective on this. the idea you called an obsession with standardized testing in the united states which by the way is now being exported outside the united states, a former scholar, in standardization and

accountability, testing, global education is one moment that many other countries are also engaging in as well. let me talk a little bit about this obsession with standardized testing. >> i might just save a scholar you just referred to. he is at harvard this year from cambridge. he is from finland. the reason i mention this, far right wing critics in public schools for years have been saying why can't we do as well as the kids in finland? our kids are not competitive with them. those tough guys, no excuses people, people who brought us this entire misery agenda of castings i eddie, what they never tell you is finland has no

standardized exams, it doesn't have any of this rat race, kids actually have a precious commodity called happiness while they are students which is hard to find in urban schools today because of this misery agenda. anyway, so much for finland. sounds like a wonderful place to go to school. a universal prekindergarten, is but disaster we still deny three full years of rich developmental to low income children in this nation. i will connect that with testing maniac in the nation. it has become obsessive, far too much. it is not having such a dreadful effect on after when suburban

schools. there kids will do okay. in wealthy suburban schools, i grew up in the same standard in that school district, they don't worry about standardized exams, they just worry if their kids are going to get into harvard or dartmouth or a second-rate place like yale. it is in the inner-city schools and for rural schools that kind of siege mentality has taken over because these are the places where the principals are running scared and even the best principles say jonathan, i can't do any of the stuff i love to do because i will be in trouble if

i can't come the test scores by 2% or whatever the majority number comes up with. as a result, good principles are saying don't waste any time on anything that is not on the exam. the exams i usually limited to literacy, math, no social studies, and literacy, no idea at, they live in new york and have no idea what massachusetts is where i live. don't know if it is the city or another country. so they have no longer to and latitude of their existence. it is not just crowding out the arts. anything to do with cultural cut spaciousness, they are dying in

these kind of schools. bad enough they are excluding latino literature and classics. they are excluding almost all good literature, there is no time for is that. the principal looking at a teacher and saying is piglet on the state exam. if they do occasionally let the kids read classics and beautiful but like that they will excavate it immediately for a testable proficiency, you know what i mean by that? improved, provide us with a long

0 or short a. spit out a consonant so they are destroying literature. kids are reading books to the extent they read them at all out of fear of failure instead of love of learning. it is the disastrous agenda, it is the worst piece of education legislation in my lifetime. also a disaster, testing these kids remorseless lee. it is unthinkable. here is the government in -- testing these kids. even though they don't call it a high-stakes test they start in first grade, second grade, third grade to prep them for the fourth grade test and some of these schools take a two thirds, not just the test but the pretest, post tests, and

meanwhile low-income kids, black and latino have had no preschool usually. the children and children of my harvard classmates typically get free.5 years of the best, beautiful, developmental free school in new york starting in their 2-1/2, they are taught preschools in new york, $40,000 a year and meanwhile we are giving almost nothing to low income children. detests in first, second, third grade prove nothing. all they measure is the accident of birth, are your parents wealthy enough to send you to school? why did you spend those years at home looking at tv? until we deal with these gross inequalities, the testing is a

monstrosity, it is a substitute for genuine equality. the worst thing is the testing debate has taken us all so much time, preoccupied us ball so much that no one is talking anymore about the elephant in the middle of the room which is the we still run and apartheid system in america. that is the heart of the issue. [applause] >> i am afraid to do this given i am sitting so close to jonathan kozol's left hand. but by will channel one of our policymakers that have the react to what i hear at the policy level is the reason for standardized testing, accountability. we need testing in order to hold our schools accountable. i will be ready to duck at any

time. how would you respond to that argument which i hear? >> the testing issue in general one of the crew ironies' intensifying the apartheid you talk about is if you look at the discourse among higher social class college-bound kids the entire movement of curriculum and the polls zeitgeist is let's move away from tests. there was a report from harvard grad school a couple weeks ago called turning the tide, which says we should move college admissions from test scores and account for other things like character and social engagement. that is great. those are the same kids for college bound who are also getting in their schools a greater emphasis on all listed child and holistic learning and expressive parts. these are dueled conversations. we need more tests for poor

kids. there is a sense they need to be held accountable and i hate to say it but the kind of losers the end up in these schools, kids with parents who are supposed to not care and teachers who are so poorly trained they couldn't be left to their own devices to come up with their own curriculum, we need to enforce accountability but in the higher echelons there is no presumption that something so basic like accountability which you would hope kids, parents, teachers would intrinsically have by being part of this project needs to be enforced. i want to point to one historical irony about this testing issue which is much of the impetus for the early testing movement in schools and for a profession was actually a movement to open access to these institutions to people who had been excluded and a lot of that revolved around some of the best evidence of this is around jews.

when they were talking tests to be led into the ivy league for the teaching profession and a lot of jews said we want tests because those are objective measures. you can -- of we have a test you can't keep us out because we are not a good fit for we didn't have the right kind of after-school activity or accent doesn't sound like what you want to hear. it is such a perversion of one of the original intents. there were pretty nefarious ones as well. one of the original tenths of testing to expand opportunity that now is collapsing. the accountability thing on the one hand i want to cry that the right has taken accountability which is generally a good thing, as their own principles and we all recoil at the idea of accountability but the accountability language is just one symptom of this. >> may i add one thing? the of this thing about accountability that is intolerable is -- i am speaking

of the accountability of teachers, the use of test scores to judge how well teachers are doing, i understand in arizona that counts for 50% of teachers's rating, what scores kids got on the exams. that is to me absolutely useless. as one function, not a good one, that function is to demoralizes teachers in public schools as part of a larger agenda to demoralize public school teachers as part of a larger agenda which is to discredit the public school as american legacy altogether and this has been -- this has been cleverly, ingeniously pursued. this goal has been pursued for decades now by the same folks.

i i'm including one wealthy family whose name begins with wy think in this part of the country, their dialing begins with a vouchers as añi way to replacece education with a private market. that idea was discredited through away, it's a soft voucher. one of the whole business of holding teachers and schoolsff accountable is a way to pave the way for the private sector to move in and make a whopping profit on the lives of low income children by setting up commercially charters and they

are the most segregated schools. they are notorious for that. a if you are going to judge teachers, hold hold them accountable for the right things. accountable for this year's test score means acc nothing. first of all, thousands thousands of teachers, hundreds of thousands of teachers do not teach in the two subject areas that are tested. so what do you do if the teachers teaching social studies phys ed? music or i'll tell you what, in somel states they are letting those teachers decide, do you want to be judged by the math teachers scores are the english teachers course? it's an absurdity. i'll just add one other thing. the other point is that when an

entire school is judged according to test scores, introduces another absurdity because so many schools, from one year to ch the next received and whole lot of new children who don't yet speak english, i'm not just talking about latinos but kids from all over the world are coming into our big city schools. also, they're receiving kids from other schools in the community that have been shot because they were failing. suddenly, the score has dipped to percentage points and lo and behold, we announce that principle is on a watchlist, or something. i don't know, what you do to principals when that happens? decapitate decapitate them? i'm not sure. i won't say anything else. i likeis d teachers. there are hundreds of thousands of wonderful teachers in the

united states. i do not like to see themds bullied and beaten up by do ignorant politicians [applause]. >> jonathan you also hit on a theme that many arizonans know well and that a school choice. no other state in the united states has embraced schoolri choice like arizona. we have decades of school choice policy. natalia in your work, you called thezo idea, you called it the ideal centrality of markets. i would add competition and choice, which really in arizona is put forward as if it's a little innocuous, turning things over to this force of the market and competition. what's le the narrative that we are

not having here in arizona or that we should have in arizona with the impact of school choice? >> that phrase and work that i'm referring to is this kind of increased space that the market will all figure it out and that the markets are perfect measures and perfect vehicles to create a quality and meritocracy. there certainly a better alternative than bureaucracy that is inefficient and can't be controlled. what i see in the charter movement and i want to point to others in schools as well, what i've seen and i think we all see, is that not only movement toward programs like vouchers and economics, but also literally the running of charter schools by private management organizations and that is like,

how is there not a bigger conversation conversation that is not by the outraged left with the problem with that. i think that is a real issue because i hope we can all assume that, i think we can all assume that a for-profit charter management organization that is operating exclusively in low income neighborhoods probably have some intentions beyond social mobility and creating citizens. i'd like to point out that also that is all very macro unless you live close to a community like this. we see this in lots of schools in lots of ways. one area that i'm very passionate about is the unromantic area of school lunch. if you look at the history of

cafeterias and school lunch where i believe education is happening, whatever that school is serving, they are they are marking their authority that this is healthy food. it's like teaching algebra. we give you these tater tots. if you look at the way school lunch has been provided over the last two years, it has changed enormously. it used to be, these were barely funded programs and it was often school lunch. now this is a program for onlyh, poor kids. n we measure the property of school with free and reduced lunch. then also, school lunches is offered to thehe als highest bi, to the highest private better. you will see one example of a school in the south where coca-cola was actually allowed to provide the school lunches. in order to have the reduced lunch, they had to have vending machines in school and the teachers were encouraged to get the kids to buy as much soda as they could in order to meet the quotas. these are perverse motives here. i just use that as a concrete example. there is one very concrete way

that markets are invading what i would hope would be a different kind of civic space. >> i will add to that if i may to say that i agree with everything you just said. i'll just add this also. charter schools generally pretend that they are not selective, but in many ways they are. even schools, even charter schools that claim they accept children of the same economic level of the rest of the public school system, typically they may observe that in economic terms, but in terms of social capital of parents, they are highly selective. it depends which parents hear about the school first, which parents have the navigation skills, not homeless, not about to be evicted, not fully educated, it's appealing to the

savviest parents even in the poorest communities. that's one thing. and then, once they admit to kids that they made a mistake and one of their children, one of the students is causing problems is a difficult child, as all of us who teach in the public schools always have, there's at there's at least a few kids like that in other every class. those of the kids i remember the longest and actually, i like those kids the most. if they run into kids like that who may be interrupting a military lesson, what do they do? they counsel him out. he's a lovely little boy but we think he'll do better in his old public school. :tle boy. we think he he will do better in his old public school. so then you compare the test scores.

which school is going to look best? the public of the charter? it is a rigged game. the only other the only other thing i would add to that is that nine tenths of the charter movement is not so much of teaching, it is promotion. they are geniuses at pr, public relations. i'm speaking particularly of the profit-making change, so-called emo's, is that the term? education management something. one of those terms years ago when this movement was just starting, private firms trying to make money off of poor children. i saw a stock perspective for one of these companies, i will not say which one, but a friend of mine on wall street, yes, i actually do, i actually do have a few friends on wall street, a friend of mine showed this to me, she dug it up and in looking for support, financial backing the firm's founder said, if we

can open up the market competition in the public system, the k-12 market is the big enchilada. well, whoever thought that poor children would prove to be so helpful to the appetites of of wall street billionaires, anyway they are good at promotion. typically they renamed their schools so they sound like new england prep schools. they are picking for people. they will change it to an academy instead of a school, it it is now latino leadership academy. there is a chang called nobel schools. poor people think may be tony mars is teaching that, it may be nobel lawyers are sponsoring the school, baloney, they have

nothing to do with it. they are very good at that. there is one called up academy. there's one called success academy. that is a big chain in new york city which has had scandals recently. so i don't know, the market apply to public education, market competition, wall street values brought into public schools, and business partners even for the regular public schools are starting to dictate the curriculum. i do not see why we should trust bankers and brokers on wall street who just brought the world into a worldwide recession, destroyed the economy of the entire western world in any case. i do not see why we should trust them to improve the quality of the education for our children [applause].

>> this will be the last structured question in me will allow an opportunity but it had to have a view winkelman:the policy particularly in arizona where we have our english-language richler's at for hours.ci but if they are coping gold withul culture the question that many would have given societyen as all students have the ability to learn more.>> i

then we will turn it over to the audience. stes because i want to hear natalia. we had to come so far across the country when we grew up, people were miles apart. here a couple of things i'll say i will say about it. first of all, i would have given anything when i was growing up to be able to earn english and another language at the same time. arizona and much of the southwest is missing a precious opportunity. instead of being the object of satire all over the country now because of prohibition on ethnic studies, we could be a model for the nation, you could be the one stated america that actually comes close to switzerland in developing a entire population that is fluent in two languages. it is a huge missed opportunity. the other thing is just dropping

kids cold into an all english environment and blocking out for hours every day to segregate them, into this in my mind, the most destructive way to introduce them into the english language and anglo-american culture, the mainstream culture. not only because of the language prohibition, but also because the point david just made that it comes along with a cultural prohibition. that is the part that troubles me the most. trying to lock out the tremendous cultural heritage of latino poetry and literature. i just cannot believe it when i saw isabella monday was prohibited here, i just cannot

believe that, not just, some of the other just great latino authors, the irony is that all of the authors are read in the top white suburban schools in the united states because the parents there want their kids to learn early on the world they really live in. so they will be able to navigate this inter- global market that it is today. so for the wealthy kids, yes let them have all of the treasures and for the poor kids, narrow it down to the smallest possible parameters. i will just add one other point to this, it is this, it's not just banning cultural richness,

treasure, there are also banning books that have anything to do with critical thinking, that is the worst to me. there is suppression of the independent voices of young people so they can think for themselves, crushing their morale, they will never be full-scale citizens if they do not learn critical thinking because that is the way you grow up to be an active citizen in a democratic nation, that is the way you grow up to see through the false promises of politicians, dumbo politicians who just rant and rave, otherwise you could be seduced by demagogues, that is the whole point.

so it hasn't just been latino cultural treasures but lots of books that have to do with thinking hard about the country we live in. i notice, you know know how i notice? because they been to my book. two. i swear it has been read by about 2 million white high school kids in america. they are signing and all of the wealthy high schools and ap classes, although so kids will know how privileged they are. millions of americans and adults have read it and it has not brought down the republic yet, the english language i might say is still doing very nicely in america, despite the fact that many cities do encourage latino literature, shakespeare is still selling pretty well. was he afraid of? what are they afraid of? okay do you have a comment on this.

>> first of all for mentioning spanish i think that is the underlying assumption here because i'm latino and we still have such challenges and the issue is pressing. as jonathan brought together both the conversation about structured english immersion and the studies and it really make sense to bring those two together because language and culture are intertwined. this segregation and i mean that word for all of its connotations, the segregation of english language learners away from other kids have everything to do with much more than just learning to speak english. this is about cultural exclusion. i want to point to want strange but perhaps optimistic historical example to conclude, when i started the research on the history bilingual education in california in the southwest, i operated from the assumption that spanish bilingual education this is like one of those lefty,

progressive issues that goes along with other kinds of progressive education issues, as it is today, what i discovered in california with that in the late 50s and early 19 sixties, republicans even conservative republicans were actually onboard with wanting to implement spanish language by cultural and cultural education in schools. ronald reagan got into trouble in california because he wanted to get rid of the english only statutes early on. a guy name max was a buddies with barry goldwater and he was the state superintendent of california education in the 1960s became a glenn back media figure. he ran from republican center for california. in 1964 he is running these big conferences, the education of the mexican-americans, he is sending adversaries to meet with the mexico.

and he said every anglo student has as much responsibility to learn spanish as a latino kid has to earn english. that a conservative republican would not have said that in the mid-19 60s and now we are so far from that, in some ways i like to think that it is a possibility for thinking that things do not have to be the way they are, we do not have to be rooted in these ideological poles where the presidential candidate announcement that an entire cultural link with the group's criminal and racist and should not be predictable. we should push back on that and i think the schools are good place to start. >> [applause]. okay you have given us a lot to listen. you we have two microphones to take questions. let us know know your name. we have 15 minutes left we will

start the site. >> hi, my name is leah. i went to public school and i was in the gifted and talented education for most of my education, i'm in the honors college here at u of a, i was wondering how you feel about gate because i don't think i got into the gate program because i'm gifted, i think i got in because i had parents who read to me when i was little and they have a college education. i think a lot of it is based off of the privilege that we have. i benefited a lot from that, so i don't know how you feel about that. >> first of all i'm sure you are very gifted to don't sell yourself short. you are realizing some of the structural issues that contribute to the place of privilege that you are able to

tame. i think the issue for me is not so much getting rid of programs on accelerated tracks or enrichment opportunities, but not closing the door especially so early for so many children to be blocked out of them. that is really the problem. of course we should have more enrichment and gifted and talented programs but we should not make it so hard to get him best on a test you take when you are for that means essentially nothing and is dictated largely by your parent's ability to sign you up for it or have read you when you were little. >> or send you to an expensive preschool. >> i agree with you completely on that. the only thing i would add is this, if we are to have gifted and talented programs that have got to be much broader, in a way i wish we could have the gifted and i wish every classroom was the gifted and talented classroom. all i would say to any of you who do believe in inclusiveness

and think it's a good value in america, look at a school that appears to be racially mixed and integrated school, there are some in america and then look at the gifted and talented. you will will not find too many latino, african-american kids there, it is always heavily white, same with ap courses in the high school. in those schools that look racially mixed on paper, the naacp calls this in school segregation. it is really embarrassing. i know lots lots of white kids who get into those classes i will tell me honestly, they said i i felt embarrassed. i wondered where all the black kids were. so if we are going to have that type of program i say don't do it by purely test scores, don't start testing for admissions to