A leader in the Madison County Republican Party has written a letter to federal officials stating that disparities between white and black students in Huntsville's school system exist because "life is unfair."
Original Title
Hugh McInnish's Letter to the U.S. Department of Justice
A leader in the Madison County Republican Party has written a letter to federal officials stating that disparities between white and black students in Huntsville's school system exist because "life is unfair."
A leader in the Madison County Republican Party has written a letter to federal officials stating that disparities between white and black students in Huntsville's school system exist because "life is unfair."
Hugh McInnish
Huntsville, Alabama 36802
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February 28, 2011
Ms. Allison R. Brown
Trial Attorney
U.S. Department of Justice
Civil Rights Division
Educational Opportuni
Washington, DC 20004
Dear Ms. Brown:
Your letter of 16 February to Mr. J. R. Brooks concerning the Huntsville schools has
been widely circulated, and a copy has fallen into my hands, May I have your permission
to offer you a few comments?
Since you don't know me, I will briefly introduce myself. I am neither a lawyer nor an
educator, but a retired engineer. Although retired, I still do some consulting work. My
interest in the schools is as a parent, a grandparent, and above all as a very concerned
citizen, I have lived in Huntsville since 1964. As I proceed I believe that you will see
that, for better or for worse, my viewpoint will be a new one. Some of my words, though
not so intended, will perhaps be offensive to some, but they must be said.
My comments will be concentrated on the subjects of Student Assignment and Student
Discipline.
In regard to course offerings you point out that white Challenger Middle School had
students enrolled in 29 sections of advanced programming, while black Davis Hills
Middle School had only nine enrolled. You then compared predominately white
Hampton Cove Middle School with predominately black Ed White Middle School. The
first had 31 advanced and the last had 14.
An advanced programming course is bound to be challenging and for which only those
with the most ability and preparation are suited. And it is certainly true that mathematical
ability and proficiency in reading is a good measure of such. The chart below shows the
two pairs of schools which you compare. Note that the black-white gap in math is, in
each of the pairs, about 50 percentile points, and in reading about 45. It is
altogether plausible that this gap accounts for the difference in the number of advanced
programming courses offered. Being called “advanced” means that it is not for the
ordinary student, but for the exceptional student.90
80
70 +
60
50
40
30
20
10
Percentile
Middle School SAT 10 Scores
= Math Score
i i Read Score
ChallengerDavis Hilfampton Covad White
School
Source: ALSDE.
‘Turing to the high schools, You make comparisons among Grissom, Huntsville, and
Butler, pointing out the differences between the enrollment numbers in the advanced
courses between predominately white Grissom and Huntsville on the one hand, and
predominately black Butler on the other. The chart below is pertinent to this point. It
shows the percentage of students at each school who scored in Achievement Level IV,
the highest achievement level as measured by the Alabama Reading and Math Test (the
ARMT). Since these are the most advanced students, it is only logical that those selected
for advanced courses would come mostly, if not
entirely, from among them. As the chart shows, we can only expect a few students from
Butler to be selected for the advanced courses.
7
60
50
40
30
20
10
Pereent
Percent ARMT Level IV
= Math
Read
Grissom Huntsville Butler
School
Source:ALSDE,Finally there are the elementary schools. Here you compare the relatively high numbers
of students in five largely white schools enrolled in advanced courses with the smaller
numbers in largely black Lakewood and Rolling Hills. You will probably anticipate what
I might say here and I will spare you the needless redundancy. The chart below makes
the point similar to that I have made regarding the elementary and high schools.
Te ntaySe School SAT 10 Scores
= Read Score
Percentile
mrveoning ono!
Source:ALSDE
You also discuss the lack of black-white parity in advanced courses in schools that are
predominately white. The data broken down by race in each school is incomplete, but
would almost certainly show the same pattern as here if it were available.
You conclude your discussion of the disparities between the white and black schools in
regard to advanced course offerings with the statement that, “Thus black students in the
predominately black schools in the District were not afforded the same opportunity to
enroll in advanced courses as their peers in the predominately white schools, and black
students in predominately white schools were not enrolling in advanced courses at nearly
the same rate as their white peers.”
1 think I am safe in saying that in order to enter an advanced course a student must (1) be
an exceptional student, and (2) ask for such a course. You have not presented any
evidence that any student has requested an advanced course and been denied, either
because the course was not being offered or for any other reason. Further, you have
given no evidence that where advanced courses are offered and the number of blacks
enrolled is disproportionately low, that the disparity is due to the blacks being excluded
from the courses or discouraged from enrolling. In brief, there is no evidence that
opportunities are being denied blacks, and the leap from the observation of the number of
black participants to the conclusion that the numbers prove a lack of opportunity is a non
sequitur of monumental proportions.1 turn now to your discussion of student discipline. You correctly state that, “There are
significant racial disparities in student discipline throughout the District, with black
students bearing the weight of these disparities.”
But “disparity” does not equal unfairness, ard once again we have a non sequitur. You
have given no evidence that the procedure for enforcing discipline is more harsh or more
lenient toward one race or the other. Nor have you cited any specific case in which the
discipline has been unfair.
Look at the chart below. It shows the disparities between black and white adults being
disciplined for serious crimes. Certainly the misbehavior of students is not felonious, and
their offenses are not comparable to these. Still, the regrettable fact is that with this
gross disparity between the races in the adult population there should be no incredulity in
finding it in the younger generation, Note that these are crime rates, not absolute
numbers.
Black Crime Rate as Multiple of
White Crime Rate
Multiple
= Multiple
Souree: The Color of Crime, New Century Foundation, 2005
The black-white gap is highly visible here in Huntsville, but no more so than anywhere
else. It is omnipresent in the country, and nowhere has anyone found a way to remove it.
Richard Posner, the famed jurist of the Seventh Circuit Court of Appeals, has remarked,
that if a remedy could be found in a court order, such an order would already have been
issued. And I can almost hear him say under his breath, “... constitutional or not.”
Whatever the roots of this disparity, they do not grow from anything school officials have
done or have not done. If there is unfairness, it is because life is unfair. The unfairness is
not manmade. There is manmade unfairness in this scenario, however, and it is this: It is
unfair to the school system and to the community to demand that they correct a problem
that is not of their making, and about which they can do little or nothing,My closing comment will be directed to one of your closing comments. Near the end of
your letter you write, “During my visit to the District in 2007, parents, students, and
community members complained about the HVAC at Johnson High School and the lack
of air conditioning there.” It is ironic and antusing that this is the single concrete
example you offer of something amiss. You are probably much younger than I am (most
people are these days), so your experiences will not track mine. But when I was in
school the very thought of an air conditioned classroom, if anyone was capable of such a
thought, would have been preposterous. Even in college I only enjoyed such a luxury the
last term before I graduated. To cite such a trivial fault looks to me like an admission of
the paucity of substantive issues.
Should you have any questions for me I would be glad to address them.
Sincerely,
Copies: J. R. Brooks Au h ME Dam m1 ae
Supt. Moore J fe
Dr. Richardson
Ea, Mbr. Of Bd:
Mayor Battle
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