A Decrease in White Students the Reason for US Educational Decline

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Executive Summary

For decades US K-12 school outcomes have been in decline. However, the reasons are not discussed.
In this article, we will cover the real reason for the decline.

Introduction

The media coverage on this topic has been cautious never about addressing a glaring issue that has been pulling the performance of US schools down. And one of the factors that have confused people on this topic is that the excessive amount that the US spends on K-12 schools is not broadly understood. However, the following issue explains the cost differential.

America’s schools are in trouble – but it’s not all about money. In 2014, the US spent an average of $16,268 a year to educate a pupil from primary through tertiary education, according to the Organization for Economic Cooperation and Development’s (OECD) annual report of education indicators, well above the global average of $10,759.

And – at the broad level – all that money does not appear to be translating into better results for US students. According to the Washington think tank the National Center on Education and the Economy (NCEE), the average student in Singapore is 3.5 years ahead of her US counterpart in maths, 1.5 years ahead in reading and 2.5 in science. Children in countries as diverse as Canada, China, Estonia, Germany, Finland, Netherland, New Zealand and Singapore consistently outrank their US counterparts on the basics of education. – The Guardian

How can the US spend so much more per student than any other country, yet lag these other countries in outcomes? The Guardian goes on to say…

Measuring education is difficult, especially in a country as huge and varied as the US. The OECD’s figures show that income inequality plays a huge part in dragging down the US’s scores and that America lags behind other countries in its ability to help lower-income students. Is it even possible to fix the country’s mathematics scores without first addressing poverty in the US, the lack of government support for low-income families and the paucity of prenatal care? – The Guardian

Since roughly 1965, the US radically changed its immigration policy, which increased immigrants from poor countries. California is the state with some of the highest immigration from outside of the US. California now has very high-income inequality and, by far, the highest income inequality of any state. California went from being the state with the largest middle class in the 1950s and 1960s to having the smallest middle class as a percentage of the population. What is looks like is that California has come to reflect the income inequality of the immigrants.

This is explained in the following video.

A question that is never asked by entities that cover this topic is why the US did not have these issues with education before the rise of the percentage of the country that is non-white. The answer is that the US used to spend far less per student, and had far better performance when the country had a higher percentage of the population being of European descent or white.

Did K-12 Education in the US Decline Because of More Opportunities for Women?

The issues are systemic, says Marc Tucker, the NCEE president, and getting worse. The problem, Tucker says, is that US schools were developed on a “factory model” – originally teachers were mainly female graduates with few other options in the workplace. The US still treats its teachers as if that were the case while the world’s most successful school systems have become “professional” and treat the recruitment and development of highly qualified teachers as integral to their education system.

“In the US what they did in 1910 made a lot of sense. They created a huge pool to teach who did not know a lot and wouldn’t be around for long,” said Tucker. The US “got lucky” in a world where college-educated women had few other options. Now those options are opening up and people who could have made great teachers are choosing other options. – The Guardian

The problem with this analysis is that the same issue of more opportunities for women occurred in all of the comparative states. If so, why did the US fall in its standing in K-12 education? Finland had similar increased opportunities for women, but they are the top-performing K-12 education system. What was the most apparent difference between Finland and the US? Well, Finland did not accept large amounts of non-white immigrants.

Specific Groups That Pull Down the Average Education Outcomes

As of the last count in 2012, there US population was 16.7%. African Americans were 14% of the population. However, Hispanics, in particular, have a very high immigration and illegal immigration rate, and they also have a high fertility rate.

Therefore, it is likely that by 2020, the Hispanic population will be close to 20% of the US population. This means that now, at least roughly 38% of the US population is from historically low performing ethnic groups. These ethnic groups score poorly in their home countries, and poorly when they immigrate to other countries, including the US. At this percentage, even if the rest of the ethnicities in the country performed quite well, the average would still be pulled down significantly because the performance of Hispanic and African American performance is so low.

Source: Pew Research

The graphic above shows that every year that passes, the white percentage of the population declines. The average age of a Hispanic in the US is 11 years old! The only way to have such a low average age is to have a very high birth rate. This further means that the number of Hispanic students is significantly higher than its percentage of the population would lead one to think. It also means that Hispanic students are receiving a substantial tax subsidy from the rest of the country, or that is from non-Hispanics.

Explaining Poor Performance Away With Racism

These protesters are protesting in favor of school choice, which is mixed with “charter schools.”

What Are Charter Schools?

Charter schools are a conservative proposal, and charter schools have become a significant point of emphasis as the US has become more diverse. A big part of the charter school movement is for white families of higher means to pull their children and resources out of underperforming schools that have high degrees of diversity.

In a bit of political jujitsu, the Koch Brothers have been sponsoring groups like the one shown in this video, called the Powerful Parent Network, which does not even have a website.

A significant part of school choice for African Americans is to get out of majority-black schools and to move their children to “better schools.” In each case, the “better school” is a white school. However, these protesters are very careful never to draw the distinction about how these schools are “better.” Or that perhaps black dominant schools are ineffective at providing education, or why blacks perform so poorly in school. Conservative whites see charter schools as a way to pull white tax dollars from “diverse” schools, and some blacks see charter schools as a way to also get away from predominantly black schools.

If racism is responsible for the poor performance of Hispanic and African American students, then why do Hispanic and African American students perform best when they are a small percentage of predominantly white schools. Mostly African American schools have systemic problems in not only providing education to students but in maintaining buildings and performing trash pickup. Curiously, a common problem in African countries, is keeping books dry. And this video shows that in the US, in a predominantly African American school, the books given to students are have become wet and moldy. Keeping books in the proper functioning condition is not particularly challenging — but these schools have a problem doing this.

What is undiscussed in this video is who was administering the funds that were misappropriated. The reason this is left out is that African Americans themselves were responsible for the administration of the Detroit schools, however, when the video gets to such “sensitive” subjects, the individuals responsible for these failures is generalized. However, schools in poor white areas do not degenerate in this way.

Notice that these videos explain everything as a function of money. The problem with the poverty argument is that there are poor, mostly white schools in places like West Virginia that do not have a problem keeping their books dry. Secondly, it is not only school maintenance. If one takes a drive through a predominantly Hispanic or African American neighborhood, they look disorganized and poorly maintained. They look far worse than poor white areas. Why would the school look any different?

Again, let us look at the US performance compared to other countries.

The US spends more than any of these countries per student. However, the US only scores 13th.

What pulls down the US score is its math score.

Now notice that China is at the very top of reading scores. They are also at the very top of the math score. China spends far less per student than the US. So is everything how much money is spent? It does not appear to be so, although this brings up the following issue.

“Last year when I visited [prominent physicist] Qian Xuesen, he told me that one of the important reasons that China has not fully developed is that not one university has been able to follow a model that can produce creative and innovative talents; none has its own unique innovations; and thus has not produced distinguished individuals”–Wen Jiabao, Premier of China (cited in Yong Zhao, Catching Up or Leading the Way: American Education in the Age of Globalization, 2009

“…[Chinese universities use a] passive learning environment…Students…mechanically memorize lectures and readings…Naturally, this teaching method results in the phenomenon of high scores and low ability“(Emphasis added) –Professor Chen Lixin, 1999

Therefore one can develop an educational system that is about scoring well rather than understanding or in developing skills that translate in the ability to create new knowledge. This is the case in some of the top-ranked Asian countries which do not have comparative knowledge creation to match their accomplishment in test scores.

The underperforming groups want the shield of lower spending. Still, international comparisons show that you can get good education value for little spending or poor value for a very high amount of the expenditure.

Most of the Hispanic population in the US is from Mexico. Mexico has below-average educational attainment traditionally. When the children of Mexican immigrants study in US schools, they perform poorly. When the children of Chinese immigrants study in US schools, they perform well — better than whites. It seems that the individuals track their performance of their origin countries.

The US is a Western European offshoot country. Notice the educational performance of Western Europe, and other offshoot countries like Australia, Canada, and New Zealand. If we reverse the clock to when the US was less diverse, it tracked far closer to these countries and did not have an educational problem or “failing schools.” Now notice the educational performance of the original areas of underperforming groups. One is from Mexico and Latin America, and the other is Africa (which is so bad it is untracked) and South East Asia (where there are fewer immigrants than North Asia)

The hypothesis that people track to their origin countries holds up.

These underperforming groups believe that their low educational attainment has nothing to do with their culture or how they overall prepare their children before attending school. Some of the comments are their children are leaving school in an illiterate state. However, this brings up the question — how was no literacy taught in the home?

And to deflect responsibility for poor educational attainment, a number of black academics have developed a series of narratives that put the blame on the white society and make requests for changes that are more ethnically “sensitive” in terms of how education is delivered.

Rise of the Excuses

There has been a rise of a cottage industry designed to make white educators stand on ceremony for black students.

Blacks and specifically black boys are so challenging to teach that a specific book is required to teach teachers how to teach them.

How does this book fit with the experience of teaching African Americans?

The books about teaching blacks are usually written by blacks and are designed to educate students from the perspective of blacks.

These books show a pattern, removing any responsibility from the underperforming groups. In this book, it is explained that Black girls do not have behavioral issues — but instead, they are “criminalized” by the education system.

Time for White Educators to Get “Woke”

The following is an article that seeks to place white teachers in a defensive position and to shift the blame to them.

For Black and Brown children in the United States, a major part of their schooling experience is associated with White female teachers who have no understanding of their culture. That was certainly my experience. My K-12 schooling was filled with White teachers who, at their core, were good people but unknowingly were murdering my spirit with their lack of knowledge, care, and love of my culture. – Ed Week

The presentation is that white teachers need specialized training to teach ethnic minorities. There is some truth to this, but what is left out of these proposals is how much of an extra burden is placed on schools. Schools that need to adjust for both the language disadvantage of Hispanic and black students.

“I love children,” followed by, without taking a breath, “I love all children.” The word “all” is meant to signal, “I am not racist; I am fit to be in the classroom with children of color.” The statement is used to show that White teachers can be kind to every Black and Brown child that walks through their classroom doors. But how can you love or care for someone you know so little about? – Ed Week

The guilt-tripping here is very heavy. But this brings up the following questions.

What if a black teacher teaches Hispanics or Whites or Asians?
Do blacks teachers know more about other ethnicities than do white teachers?
Is each teacher required to take training in the ethnic and cultural background of each student?

Let me be clear: I do not think White teachers enter the profession wanting to harm children of color, but they will hurt a child whose culture is viewed as an afterthought. – Ed Week

Why is this assertion true?

I attended a high K-12 school in the US, and I don’t recall it ever being necessary for any teacher to attend to my culture. Until the 10th grade, I attended a private French school, and many of my teachers were from France. I don’t recall whether they understood my culture. They had material to teach, we spoke both English and French, and I was required to listen, read the material, and pass tests. K-12 education is not supposed to be about the cultures of the students, and it is not a cultural studies major — its covering material that does not have a lot of doing with culture.

Furthermore, high performing academic groups like Chinese and Indians do not request that white teachers make special adjustments for their culture. And it is difficult to propose that white teachers know more about Chinese and Indian culture than African American culture. Chinese and Indian students perform better than whites, even though most of the teachers are white, which would seem to contradict the argument that teachers must have some intimate knowledge of the culture of the student they teach.

Teachers who disregard the impact of racism on Black children’s schooling experiences, resources, communities, and parent interactions will do harm to children of color. This ignorance is not just a painful sign of a blatant lack of information—a function of racism is to erase the history and contributions of people of color—it is a dangerous situation as these teachers go on to take jobs in schools filled with Black and Brown children. This turns schools into places that mirror society instead of improving it. The hard truth is that racism functions as a “superpredator” of Black and Brown children within our schools. – Ed Week

Black students receive a massive subsidy from white taxpayers. The black students are required to pass standardized tests. Where is the evidence that they are subjected to racism? From the 10th grade onward, I attended a public bused school in Los Angeles that was roughly 1/2 black. I don’t recall any racist treatment against blacks. Teachers and administrators are generally quite liberal and are usually the last people to enforce racial stereotypes.

This entire paragraph is a series of assertions without evidence.

There is no easy fix to this problem, but there are solutions. Future teachers should be required to take classes such as African studies, African-American studies, Latinx studies, Caribbean studies, Chicana/o studies, Asian and Southeast Asian studies, and Native American studies. – Ed Week

Again, there is no evidence that a lack of ethnic awareness is responsible for poor performance and black and Hispanic students. Furthermore, why are teachers required to take Asian studies if Asians outperform whites students? Perhaps white teachers should make more European studies to improve white academic performance?

There also needs to be a push to recruit future teachers of color as early as high school, pay for their college education, and mentor them when they enter the classroom. Research consistently shows that teachers of color have higher expectations of students of color, which leads to more students of color referred to gifted programs. Moreover, having a teacher of color helps students confront issues of racism. – Ed Week

Nothing is stopping Hispanics and African Americans from becoming teachers. However, as they do not perform well academically in general, they are unlikely to be themselves as interested as getting into teaching. Pushing some affirmative action for teachers will have the result of pushing less able teachers though the process, which would be bad for all students.

Affirmative action is called for in an article on this very topic.

Take a look at the school demographic within your neighborhood, or even better, visit the State Department of Education website to view what’s going on in your district. Compare the percentage of minority educators with white educators. The difference is significant. Employment opportunities in education for minorities is a serious problem.

This problem will require genuine, purposeful, and sustained efforts to not only recruit and promote highly qualified minority educators, but mentor those who are interested in a career in education. Given the number of minorities choosing to become qualified, certified, and accomplished, many with advanced degrees, it is questionable as to why educators and administrators within our schools are so are overwhelmingly white. – CTMirror

Once again, we should expect to see this because African American students are the worst-performing students in the US as a group. Why would they be as represented as educators as whites or other groups if they are the worst-performing group? It seems that the only evidence required for accusations of racism or sexism is some discrepancy. 97% of plumbers are men.

Is this evidence of discrimination against women? The discrepancy does not equal discrimination. Discrimination must be proven with evidence.

Therefore having affirmative action hires pulling for the poorest performing academic groups will most likely reduce educational effectiveness. I would remind this author that Hispanic and African American teachers will also be teaching non-Hispanic and African American students.

The likelihood of Hispanic and African American students being referred to gifted programs is low, as both groups significantly underperform other groups. If teachers of color are preferencing their students of color — well, that is called racism. It is also unclear how having a teacher of color help students confront issues of racism. Does that also do this to African Americans who have white teachers?

That is, does it help them confront their issues of racism?

Before they ever step into a classroom, teachers need to work in urban school communities to understand the beauty and the difficulty of teaching in that environment and to examine how racism functions to allow schools to be underresourced and students labeled at-risk.

This seems to fall into the pattern of these types of articles where the author makes ultimatums to teachers. Why the poorest performing ethnic groups should be dictating what teachers need to do is odd — furthermore, its a pivot.

The biggest problem with African American students is that they behave poorly and distract from the learning experience of other students. Yet this entirely left out of these articles that preach to white students.

What would improve classrooms far more than this recommendation is to allow many of the students to be expelled from school and to remove them from the discipline cycle that exists in schools with a significant percentage of African American students?

The race of the students is left out of this discussion. However, these students are black.

Article in Education Post

A similar article in Education Post states the following..

I am also an educator, so I understand the deep importance of guiding and shaping all of our children. I’m also intimately aware of all the cultural complexity surrounding our work. I know, too, that we have a long way to go before we’re even close to treating all of our students equitably. As you grew up, you were most likely taught in school and at home that Abraham Lincoln was the great emancipator, that it was acceptable, right even, to refer to the people of the global majority as minorities, and that communities with higher percentages of Black families are in need of saving.

As a teacher, you most likely did not receive ongoing professional development about race and education in America. – Education Post

I don’t know what evidence this author brings to the assertion that students in the same classroom are not treated equitably.

Secondly, Abraham Lincoln was a significant factor in emancipating slaves. And people that are minorities in a country are, in fact, minorities, even if they are more abundant in number outside of that country. Germans are minorities in Namibia as they are only 8% of the population. But Germans of German heritage are a majority in Germany. Yes, so people can be a minority in some countries but then majorities in other countries. There is no conflict in this.

Communities with a higher percentage of black families perform poorly in school and have poorly performing schools. There is nothing that is expressed here that is an assumption on the part of white teachers is false. And the teachers most likely did not receive ongoing professional development about race and education in America. Still, it is not established that this is either necessary or a good use of these teachers’ time.

We have talked extensively about these matters at home, but my children’s school experiences would have been far more valuable if you would have introduced them to the lives and works of Ellen and William Craft, Katherine Johnson, Lewis Hayden, Ida B. Wells and Denmark Vesey. They wanted to hear you tell them the truth about The Black Panther Party, the reasons behind the FBI’s surveillance of Martin Luther King, Jr., the painful facts about Columbus’s experiences in the Americas and the meaning of Juneteenth. And they didn’t want to just hear a few tidbits about these essential and complex aspects of American life during Black History Month.

What my children needed from you in school—what all students of color need from you in school—is a much deeper understanding of racial history and ongoing racial matters. – Education Post

It seems that the demand is that each teacher has the education of a black activist. The education system is to be adjusted to teach from a black orientation. This is stated as much in a different quotation.

Jordan thinks a Eurocentric school, let alone a Eurocentric society, is inherently white supremacist.

“It upholds the idea that the thinking of whites, the accomplishments of whites and even the lives of whites is more important than the thinking, the accomplishments, and the lives of other people, people of color, including African people,” he said.

Jordan argues Afrocentric education prepares black students to battle white supremacy, and he says it’s best to begin that battle early.

The US is based on a Eurocentric system. There is no getting around this. If this is the desire, then it makes more sense for blacks to attend entirely black schools, because unfortunately, it is not going to be possible for the curriculum to be made altogether palatable to this sensibility. What these well-meaning black teachers are doing is making it more difficult for their black students to understand or function effectively within a Eurocentric system. Furthermore, I suspect that much of this Afrocentric education is filled with inaccurate information. The educator in this quote is proposing white supremacy without providing evidence for white supremacy. A system based on a European system is not “white supremacist,” any more than a system in Asia filled with Asians is not “Asian supremacist.” Papua New Guinea is a country that is based on New Guinean culture. Or is it? Under Jordan’s logic, it may be New Guinean Supremacist.

I wanted you to wonder how they felt in your class after hearing about yet another unarmed Black life erased from this world by police brutality—all because the melanin we see as so beautiful looks like danger to others. – Education Post

And here begins another problem, these black authors assume that their perspective is the only valid view on topics. We analyzed the Black Lives Matter movement and the claims around disproportionate deadly force used against blacks in the article Why the Claims by Black Lives Matter on Police Shootings Are False. The claims are not only false, but they are also embarrassingly incorrect. If blacks want to teach false information to black and other students, again, an all-black school is going to be a better alternative.

Do you know how it felt for my children when you didn’t say anything about racial injustices at the time of their occurrences? Do you know how it feels for your Black students today? – Education Post

Once again, how much time in K-12 education is to be spent on discussing these injustices? China has similar freedom of speech as North Korea. China suffered horribly under Japanese occupation and has many millions working in slavery or near-slavery conditions. However, these topics are a bit too mature for K-12 education. And how much time will this author agree to spend covering Chinese topics for the Chinese students? How about the Irish being brought over to the US as slaves?

These are articles reinforces the pattern that blacks want much of the curriculum adjusted to be African and African American centric.

USC Rossier School of Education

The USC Rossier School of Education also wrote an article making claims that pivot the topic of the poor performance of African Americans.

Let’s imagine for a moment that we live in a post-racial America. Our classrooms are staffed with Black and Brown faces. Students, eager to learn, see themselves as reflections of their teachers. You are finally able to relish seeing no color, because racism is an unspoken piece of the past. – Akiea Gross (Rossier School)

Once again, Hispanics and African Americans are the worst-performing ethnic groups academically; therefore, on average, they will be “underrepresented” as educators. Being a K-12 teacher requires both an undergraduate degree and a teacher’s certificate.

Let’s snap back to reality. It’s 2018, and Black children are suspended and expelled at rates disproportionate to their white peers. Black teachers only make up about 7 percent of educators in the system. Black people are still being killed by police. White teachers still aren’t talking or don’t know how to talk about racism in their classrooms. – Akiea Gross (Rossier School)

Chinese students are suspended and expelled at rates disproportionate to their white peers, disproportionately less. But the US is a racist country. Why aren’t Chinese students being expelled at rates of African American students? African American students are known to be far more disruptive in classrooms, and African American students initiate the vast majority of violent interactions between students and teachers. We already addressed the issue of the false argument of a disproportionate killing of black people by police.

As a Black educator and instructional coach who has spent the past 10 years in the public education system, I have witnessed how white teachers and white students benefit from racism while many claim to not be a part of the problem. What is important to understand is that, at the very minimum, their presence is their privilege.

How is mere presence a privilege?

They benefit from it by having the opportunity to navigate the halls of intentionally segregated schools in pursuit of a world-class education, or by teaching in a school that has never once questioned their credentials or presence on staff. – Akiea Gross (Rossier School)

Teachers are required to be certified and have a teaching credential, and these requirements are enforced. This makes it sound as if whites show up to teach without undergraduate degrees or teaching credentials and are not questioned by administrators. This is patently false.

Say aloud, “I benefit from the privileges that racism and prejudice afford me.” Have an honest conversation with yourself about all the ways that this holds true. Dismantling racist systems starts by acknowledging, not ignoring, that you are a direct product, reflection and beneficiary of these systems. – Akiea Gross (Rossier School)

Whites benefit from white systems. But Hispanics and African Americans also benefit from white systems.

The truth is, racism has enabled your life to be what it is thus far. It has protected you, shaped you, uplifted you and convinced you that the positions, wealth and other privileges you hold are because your skills are superior when in actuality, these systems have been very carefully constructed, designed and upheld to control the false narrative that other groups are inferior. – Akiea Gross (Rossier School)

Is this true of the US, Germany, or the Netherlands back when they were almost entirely white?

In order for you to teach your kids the truth about these racist systems, you must first acknowledge that you, and the white students you teach, are all beneficiaries of its oppression. – Akiea Gross (Rossier School)

What if, as I do, the teachers disagree with this proposal? What if the teachers point out that this is just an elaborate tactic to switch the blame from the poor performance of African American students from their poor performance?

Lean into discomfort and take the necessary actions to address and dismantle the thoughts that perpetuate these systems. This work is ongoing. It requires a lifelong commitment to introspection, discomfort and accountability, and it will force you to reexamine the world in which you and your white students have safely lived for so long. – Akiea Gross (Rossier School)

Is it only the teachers that must lean into discomfort or can Akiea Gross lean into the discomfort of being told he or she is wrong. What if rather than a lifelong commitment to introspection and discomfort the teachers just want to teach.

You must be open to criticism in order for your students to understand that criticism is an important aspect of change. We want kids to think critically and to understand that all of history, including how teachers have traditionally taught it, should be questioned. When you normalize criticism, you promote and normalize change. – Akiea Gross (Rossier School)

Ok, well, only around 3 to 4% of the slaves in the Atlantic Slave Trade were sent to the US (approximately 380,000), with the vast majority being sent to Brazil and the Caribbean. This is true, but very little known.

Is this fact allowed to be taught?

Must all of the history taught to African American students not necessarily be accurate, but be made to make them feel good and more egotistical? Black educators demonstrate a pattern of demanding that the history they want to be taught, which places African civilization and the black experience as the most relevant experience, even in a country where only 14% of the population is black as a requirement to “fight racism.”

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Conclusion

Every year that passes, the US moves farther away from its historical roots. The US developed as a predominantly white country with European based culture and institutions that had only one primary non-European population of any size. The US is in the transition from this original design to a “multicultural” design, which has had had negative effects on the outcomes of K-12 education. The US is suffering from what is referred to as diminishing marginal utility in its education system. The US is still performing reasonably well, but not considering how much it spends per student — when adjusted for the expenditure per student, the value of the US K-12 education system looks poor. However, the construct of the “failing US school” is primarily due to schools in African American or Hispanic neighborhoods. These students roughly track the performance of their origin countries, but they are advantaged by the fact that they study in a Western European based education system.

Massive subsidies from the white population are being used to educate ethnic groups with a history of poor educational performance. The media entities that cover this topic are quick to blame any reason, aside from the self-evident reason that is staring them in the face — all because it is politically incorrect to do so.

To explain away these discrepancies, various causes from poverty to racism to an increase in job opportunities for women (who make up the majority of K-12 educators). Representatives mainly push these explanations from these poorly performing groups in an attempt to use guilt to obtain even more significant resource commitments to the students from their ethnic groups.

Every year that passes, the US becomes less white and more non-white. Furthermore, the effect is most pronounced at the younger side of the age spectrum, in particular, due to the high fertility rate of Hispanics. However, Hispanics are very marginally involved in education, in part because of their abysmal performance in school. In effect, the Hispanics are “dropping their children” off on the white educators to educate their children.

Due to these demographic changes, every year that passes the US K-12 educational performance will continue to decline. There is no reversing this decline because the previous state was when the students in the system were of an entirely different ethnic composition. White birth rates are low, and the era of immigration from Western European countries to the US is over.

References

https://www.edweek.org/ew/articles/2019/03/20/dear-white-teachers-you-cant-love-your.html

https://rossieronline.usc.edu/youth-and-racism/akiea-gross-op-ed

*https://ctmirror.org/category/ct-viewpoints/whites-teachers-only-blacks-need-not-apply/

*https://www.pewresearch.org/fact-tank/2019/07/30/most-common-age-among-us-racial-ethnic-groups/

http://heather.cs.ucdavis.edu/itaa.real.html

https://www.michiganradio.org/post/loss-african-centered-schools-detroit-hurts-black-children-most

*https://hechingerreport.org/despite-efforts-to-increase-them-university-graduation-rates-fall/

*https://hechingerreport.org/25368-2/

https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf

*https://www.amazon.com/Guide-White-Women-Teach-Black/dp/1506351689

*https://www.pewresearch.org/fact-tank/2014/06/26/falloff-in-births-slows-shift-to-a-majority-minority-youth-population/

https://nces.ed.gov/programs/coe/indicator_cmd.asp

https://www.theguardian.com/us-news/2018/sep/07/us-education-spending-finland-south-korea

*https://educationpost.org/heres-what-i-wish-white-teachers-knew-when-teaching-my-black-children/

*https://educationpost.org/i-was-a-racist-teacher-and-i-didnt-even-know-it/

A Decrease in White Students the Reason for US Educational Decline

Executive Summary

Introduction

Did K-12 Education in the US Decline Because of More Opportunities for Women?

More Teacher Pay is the Answer?

Specific Groups That Pull Down the Average Education Outcomes

Explaining Poor Performance Away With Racism

What Are Charter Schools?

Rise of the Excuses

Time for White Educators to Get “Woke”

Article in Education Post

USC Rossier School of Education

Conclusion

References

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