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06/07/2010 11:04 4252591784

! J un, 7. 20 1 0 11 : BAM

i

PRESHAW AND ZISMAN

PAGE 03

No, 0988 P. 5

Printed by: Jocil Runyon

Title; racs and acllievement (please oirculate) : MarysviJre School Dist.

Monday. J/I.In~ 07, 2010 9:il7:J1 AM

. Page 1 of 1

From:

• proJseawolf@earthlfnk.net

Thursday, June 03, 2010 8;50:13 AM ~~

Subject; To;

race and achievement (pleasa oirculate)

I Kyle_Kinoshlta@msvl.k12.wa.us· .JOdl ~uny()n chris@marysvilleprintlng,net

Around 1995111 my horne provlnoe of OnfMo, Canada, Philippe Rushton, one Of our Western Ontario University professors, conducted an unpopular but scientIfically rIgorous study on race and 'potential',

His r/K selection research (I won>t get into the technleal definltlol'l of that theory here) showed strong evidence that east Asians and their descendants averaged larger brain size, higher intellfgsnce, and social organization than Anglo-Saxons and their descendants. and that Anglo Saxons, in turn, averaged higner scores in those dimensions than dId Africans and their descendants. StudIes foUowlng sl10wed evidence that financial and scclc-eccnornlc success tended to follow the more highly capable groups, hence, adult income and ,successful job placement rates also were c;losely related to the premise of Rushton's Initial resQart~h.

Whlre Rushton's work was both praised by SCholars and scientists, and simultaneously critloi~~d by groljpl;> like the Southern Pover1y Law Center and other clvlJ tights groups, over lime, thl;! unpalateb/e but solentlf10 accuracy of his theories have become a 'foundation' (albeit oontroverslal) for further, s"pinooOff studies on how social adaptations can sometimes mitigate biological or genetic advantages or disadvantages held by one race over another.

r think what is .safe to draw from this is that there is a definitive factor played by racial genetics In intelfectual achlSvement, but we, ~5 a society, are striving to offset that foundation by increasing educational and social opportunities to 'offset' the raCial achievement gap - hence the conlinued emphasis on EEO programs and so forth.

SQ, what Kyle is alluding (0 is probably accurate, since we know that adult economic success is clearly tied into success in academlcs for mosf children. and proficiency can be linked !n many cases 00 raCial genotype, Correspondingly, Chris il~ also making an accurate interpretation of how poverty is linked to achievement - on a linear scale between the two, the 'true indIcator would lie somewhere between ChrIs and Kyle's contInuum.

In essence. both Kyle. and ChriS are making the same. albeit on diffarenf points of that continuum, argun,ent.

The ptacuc::;j appiicailon here is that. in Marysville, we cannot effectively separate the two, since !he most ccst-ano-rsecurce effeetlve way to address the achlev~ment gap Is to tatget speCific. low~achj$vemen~ populations - both In Income and in race, where low scores are evident.

I fhink having thE! philosophIcal dlsousslon ts csrlalnly healthy. buf un!asswe're pursuing a doctoral thesis in'the arena, we need to think more about how to best identify and target our slim resources on where they would have ths most impact for a broader cohort of stUdents.

That being saId. J hope we're also not forgetting or neglecting the higher Intelleot and hIgher achieving students. since that cohort, arguably; are most likely to enter the career tracks (science, technology, medical researth, etc.) that will benefit humankind (inoluding those loweraohfevlng groups) as a whole. Sometimes; regretfully, a select few of our board members forget about that speoific cohort of studentl3 ...

MIchael

06/07/2010 11:04 4252591784

Jun. /, L010 11:14AM

PRE:3HA~~ AND ZISMAN

PAGE 04

No. 0988 P. 6

I ,

Prinlecl by: Jodi RtmYG)1'I

Tille; Fwd: flllIC4 amI achlliV9mont (pll!laslil errculstl!) : Maryslrille SctlOol Diet.

MOnd<llY, June Q7, 2:010 9;33:21 AM Page 1 of.2

From;

IJOdl Runyon projseawolf@earthlink.net

Fwd: race and achIevement (please clroulate) IISoard of Directors

.mIcabinet

Thursday, June 03,20109:09:.28 AM ~e

Subject To:

Co:

FYI,

~ .... ~ OrjgrRlal Message ----~

Around 1995 In my home province of Ontario. Canada, Philippe Rushton. one of our Western OntarIo University proflilsso~s, cortducted an unpopular but scientifically rigorolls.study on race and 'potential'.

HIs r/K selectic;m research (I won't get Into tM technIcal dafmitlon of th<at theory here) showed strong evidence (hat east Asians and their descendants averaged lar.ger brain size, higher JntelligEloce, and sooial organIzation than At'I~lo-Saxons and theIr descendants, and that Anglo Saxons, in turn, averaged higher scores In those dimensions than did Africans and their daseendanl.s. Studies following showed evidence that financial and sooio-econotnle success: tended to follow the more highly capable groups, henc$, adult inoome and successflll Job placement rates also ware closely related to the premIse of Rushton's Initial research.

While Rushton's work was both praiesd by sOholars and scientists. ahd .simultaneoU$fy criticized by 9roups like Ilhe Southern Poverty L<aw Center iiind other cMI rights groups, OV(3f time, the unpalatable but scIentific accuraoy of his theories have beoome a 'foundation' (albert controversial) for funher, spIn-off studies on how social Sldapt~tlQns can sometimes mitigate blologioal or genetic advantages or disadvantages held by one race over another.

I thInk what is safe to dflilW from thf$ is that thera is a definitive factor playetl by racial genetiCS In Intellectual achIevement, but we, as a ~oelety, are striving to offset that foundation by increasing educational and -social opportunllie& to 'Qffset' the r~cjal achievement gap - hence the oontlnued emphasis on EEO programs and so forth.

SQ, what Kyle is alluding to is probably acourate, since we know th<ilt adult economic success is clearly lied into SUCOElS$ In aoademics for moet children, and profloiency can be linked In many oases to racial genot-JP~. Correspondlngiy, Chris is also flllill<lng an accurate interpretatlon of how poverty Is linked to achlevemernt - on a linear .\lcale between the two, the 'l(ue indicator' woulcllle somewhere between ChrIs and Kyle's continuum.

In essence, both Kyle and Chris are makIng fhf!) same, albeit on different points of that continuum, argument.

The practical application hare is that, In Marysvilre, we cannot effectIvely separate the two, .\Since the most cost·and-resource effeotive way to address the schlevElmant gap is to target speoific, low-achlellement popllr~tion$ - both in Income and in race, where low aeores are evident

I think having the philosophical discussion is certall1ly healthy, but unlese we're pursuing a dool:oral thesis in the arena, we need to think more about how to best Identify and target 01.11' slim resources on Where they would have thll! most Impact for 2 broader cohort of students.

ih<ilt being s~idt I hope we're also not forgetting or neglecting the higher intelleot and higher achieving students. since that cohort. arguably. are most likely to enter the career tracks (scleI'lO$, teohnology, mediO<lI re:searoh. etc.) that wIll benefft humankInd (including those lower achieving grouPS) as a whole. Sometimes, J'egretfuJly, a .selec~ few of ~r board members forget about that speClfio cohort or students ...

06/07/2010 11:04 4252591784

Jun, /. LUlU 11:14AM

PRE~3HA~~ AND ZISMAH

PAGE E16

No. 0988 p, 8

Prll'lted by: Jodi Runyon

Tr~ll!I~ Fag; Fwd= race and achievement (please circl.dato) ~ Marysville SohoOI Dist.

Monday, June 07, .2010 9:3M7 AM Pag!!! 1 of 4

From;

• Kyle Kinoshita

Re; Fwd: race and aChieyement (please circulate) .Jodl Runyon

B Board of Directors 1m cabinet

Swnday, June 061 2010 7:0.2:46 PM ~e

Subject:

TQ:

Cc:

Mlchael~

While I appmciate your listening to my views about the relationSt'lip to ethnicily, poverty and I.mderachjt!lvement, I have to make sure that I state unequivocally that I do not agree in any way with a blologloa,l $xplanation for the inequities in society, The American version of the study was detailed 11'1 The Ben Q~, Which came out around the game lime.

Eliological explanations for poverty and underachievement hiiiW been around since the middle of the 19th o&ntury. Ironically. sadler In the century they were used to prove East Asians were "scientifically" Inferior to whites, and thus In a Supreme Court case ruled IneJ1gfble for oltizenship. At that time, it w~ also thought that eastern, and southern european immIgrants were genetically Inferior, and their status of poor elumdwellers were a

confirmation of thiS. The latest rounds were criticized by bOoks such as Stephen Gould's Tbe.Mlsm&a§ure of Man. With the advent of mONA studies in the last 10 years showing thelt race 1$ a bIologically meaningless and Illogioal categorization. it lias been shOwn there are no discernable dlfferenC$S whatsoever.

Looking at history, It!$ much more dear that the status of a particular class of people In the labor market, and the laws and soolal stn,IctUTeS tn:;lt keep th@M out of opportuniNes are muoh clearer causes of inequity. The cultural rules also ser\l~ as a barrier as well. East Mian5--Chinll!$e and Japanese-brotJght over as laborers, were part of the underclass before WWII, not allowed to become naturalized citi~ns, to own property, enter many professIons, and were de faoto segregated into certain neighborhood~, and otherwIse classified as "screntlfic!illly" inferior-now, it has been expedient to deem the as "superior''. Fora engaging explanation, the PBS serIes Bate: Ibt Eower of Illusion (we have the DVD) lays this out from the beglnings of American histolY. For another expiantiltion of oultural difference PMil')g as barriers, GoogJI1;l Geert Hofstede, a researcher Who did a 40 year study of national culture of moetly profe$sional ba<.;kgrounc!s-lhe contr2sts and poten tiel for cDnflict ar~ amazing.

• .. Kyle

05/07/2010 11:04 4252591784 Jun. /, 2010 11:i5AM

PRESHA~·! AHD ZIStY1AN

PAGE 07

No.0988 P. 9

Prlnt~d by: Jodi Runyon Title: 11&: fwd: rl!!ce and achlt)VGIfr$ot

,_.............,_

! Monday. June Oi. Z010 9:33;47 AM ~ of 2

Kyle I<Jnoshita, Ed.D.

ExecutIve Directol", Teaching and Learning Marysviiia SchoOl Oistrlot

(aeO) 653,OS24

kyte k!nosbjta@mavl.!s12.wa.4'11

86/87/2818 11:84 4252591784

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PRESHA~.J AND ZISMAN

PAGE 88

No, 0988 p, 10

1 .

Printed by; JodI Runyon

Tille: pr~ge Forward to Sl1errn : Marylvifle School Dist.

Mondey, Juns 07, 2010 !t:27:59 AM Page 1 of 1

From:

SUbject To:

• "Chris" ~ohrrs@m~rysv1fJeprfntlng.net:> Please f:orward to Sherr!

_Jodi Runyon

Wed, Jvn 02, 2010 a;50:~2 AM ~&

Attacnmenl.$:

I AUachO.html

WSRC· iechnicalR.eport"Ethnicity-Seconcf..LookMFrNAL-May-2010.pdf

3K 241K

Sherri,

I would like you to please take alook at the following attached PDF file. This is a Summary of data b:\ regards to "Closing the Achievement Gap". After you read this report you will see th.at their conclusion to "Closing the Achievement GapH states that poverty/Low income is the d11ving factor to this issue

and not ethnk:ity or race, The latter is a. sub-factor that shows the two ate usually interxelated. 1 have been researchlng t1ti$issue for i;h¢ last two weeks and have read several reports regarding this issue and the m~o:dty o(thezn are in agreement. I agree with Heidi Johnsen that • Poverty" is the common factor that ties several categories together .

. In order to move forward with the '~Dlst:ict Goals" we must 'Wol'k together to come to it mutual agreemen.t on the wording and content.

Chris

4?5.?1:;91784 PRES HAW AHD ZISMAN

06/07/2010 11:04 - ~-

! JUII, I. !.VIVIL:ID~IVI ,// No,098~ ,P.2

't' ~~-e.,~t/~d. ~ ~~

Printed by: JodI Runyon jj;:t;_l ,c::// i c Y ~ M~'2010 11:33:24AM Tl~!(l: R(I: mea aJtd *l;hiSVIIIl1nmt (pl~asu clrculatu) : Maryl3ville Sr;hOol Orst. Page. 1 of 3

PAGE 11

From:

Subjeol:

To:

• projseawolf@earthllnk,net

Monday, June 07.201010:21:45 AM ~~

Rs: race and achievement (pfease cirCtllale)

!PfQiSeaWO,lf@sarthUnk.net.KYleJ<inoshita@mSVl.k1:2.WliI,US Jedi FI",ltIyon .chtis@marysvllreprintinQ.net , Larry_Nyfand@m~\Jl.k12.wa. us • GaILMiller@msvl.k12.W8_(jS

I Raymond_ Houser@msvl.k12.WEI.us • Jim~ Baker@M$vLk12.we.[J!l:

Terry_Brandon@msvl.k12.wa.l!$

Thanks K~/re.

I do !'aspect your personal disagreement with Ruston, Herrostein, Arthur Jensen, and Thomlifs l3ouchard's (~mong others) theories on genetics affecting I. Q .. an.d whHElI suspect this topic goes beyond a typical administration c(i$cusaion, I do consider it salient for professional Mucator.s to think about this topic to some extent" politIcally correct 1;1 subject or not.

I WU! respeotfully disagree with you, however, on fhe mattel'; I've hilken the politically unpopular pos[t1on on thla before, and J've based my thoughts on wha~ I consider very compelling ret;:earch accrued on the theory, followed {of course} by a shared qualifyit1g premise by most of these researchers (included also In Hel'rnstefn's 'Bell Curve') that heritable traits can be sfrongly mar'lipurab;!d by the environmeht- these "mal'lipulationsh would fnolude how we approaoh the 'educatIon! of different race groups.

While It probably weott make any praotical difference In debatlt'l!;j the thS!ory, I would like to pOint out that, In contrast to your comment, mitochondrial DNA stUdies aotually support this theory (much to the chagrin of the creationists), since mtDNA research by evolutionary biologists has been u.eed to successfully varrdate the Chrono!ogy In 'Which dlffef'ent race groups are thought to have branched off the mitoohondrlal Eve 'stem'.

A more reoent study on Ihis issue suggests that all of the following faotors; health and nutrlHon, sOQil',)-economlc environment, education, molecular genetics, measured btainsi:z:~'geographio ancestry, rearing conditions, etc. Impact tl'le col!ecfivE! intelligenoe of group cohorts (Race Differences in rntellfgence: An Evolutlonli:llY Analysis ~ Riohard Lynn, .2006). While Lynn. again, did have his critics (primarily for hIs methodoJoa1esJ, I hQven't seen much work done to counter the foundatlotliill premise Of his theory.

Finally, the journal 'Nature' <:110 pUbli$h studies on this issufil egaln in 2009 (I have the issue; at home if you're interested In seeIng It), Includiiig differing pro-eon arguments pUblished 111 following e~ltlone, notsomuol1 about the theory, bu~ On the potentIal applications of such 'controversial' research ... while the weight of accuracy Res on RUShton' end his counterpart's side, the implic;ations of thes~ theories are what, I think, worry more peOple in the fIeld.

Now, having departed formal study of biology sInce 1989. I certainly don't consider myself an anthropologist or genetfcist, but my ~wl'Il'ersonal explanation Of the lpurpos$' behind raCial speciation off th$ Homo sapien sapien elaele is that It is nature's way of ensuring a conUnual pool of biodiversity to prevent humans becoming extitlct, in the avent of any variabre threat that might affeot our some segment of our species· thus, Il's Important that ~ have dlffer$nt genetlo eohoN, eaoh wllh their own advantages and disadvantage$ (common Darwinian thought) Whloh (fortunately or unfortunately) would alse aris(l with different gradients Qf Intelligence. I consld~r that a lyploal result of nat(.lr:al selection and evolutIon as we know it.

Anyway, ~y pOint ln bringing all thIs out Is not to promote discrimination, but to diSCUSS other viablfl) theories that co!.lId bs c::otltributillg to the achievement gap .. not for anything rnere than to spur thought and understanding of those factors.

, duly note that your opinIon differs from mine on this matt~rl and that does not mean either of our opinions on the

o 11:04 4252591784

,05!07!3~fi, I. LVIi) IL; lbfM

PRESHA~~ AND Z ISMAr,j

PAGE 12

No. 0989 P. 3

Printed oy: Jodr Runyon Monday, June 07,2010 11:33:24AM

Title: Rf;l: rae. lrtd aohiliV'eltl9l'1t (pilita-Bc;r circl.llate) : Maryaville School !:list. Page 2 of 3

, matter are necessarily correct or incorrect. rhe only fact that is certain fs thai there is an achievement gap dlacernable by f$ce group - that much we do knOW.

I'd recommend that you aod I take any further discussion of this issui!; <.lffllnel just to save the burden on others who may not be as Interested.

Thanl<s for a good discussion,

Mlchae!

Michael··

While f appreGiate your lI$tening to my vl$WS l!lbout the relatIonship to ethnlcity. p01tarty and underaohlevement, I have to make sure that I $~te unequlvooally that I do not agree In any way with a biologioal explanation for thE; Inequities In society. The American vElfiion of the stl,ldy was detailed in The Bell Curve, whioh came owt around

the same time. '

6iologioal explanations for poverty and und~chjevement have been !lTOund since the middle of the 19th century. 'r-onically, earlier in the oen1Uty they were used to prove East Asians were "selSl'ltlflceny" Inferlos'to Whites, and thus in a Supreme Court case I'uled IneligIble for citizenship. At that time, It was also thought that ea~ern and $outhern European Immigrants were genetioally Inferior, and their status of poor slumdwellers were a

conftrmatlon of this. The latest muMs were criliClzed by booka such as Stephen GOuld's The Mismeasur'a of Mao. Witll the advent of mONA stUdies 1M the lest 10 Ytars s"owlng that race Is a tllologU':ally meanIngless and illogical categori2:stiOf'), it has been shown ther~ are 1'10 disc~mable differences whatsoever.

Looking a~ history, It's much more clear that the status of a particular class of peOph! in the labor markat and the laws end sool;1 .strl)Otures that keep them out or opportunities are much clearer causes of inequity. The cultural rules also seNe as 111 barriGI' as well. East Asians--Chih~se and Japsnese-·brought ovar as laborers, were Plilrt of the underoJass before WWII. not allowed to becoMs naturalize~ cltizst'1$, to own property, enter meny profe$$ioM. and were de h\cto segregated into certain neIghborhoods, and othsrwise class!fled as f'sctentificallyr' inFerior~now. it haa been ~xpedient to deem the as "$uperior". For a engaging explanation, the. PBS series Race! ihe Power or illusion (we have ths DVD) lays this out from the beginlngs of Am$ricart history. For another explanatlon Of cultural difference poeing a& barrIers, Google Geert HofEltede, a reSl!l3rcher who did a 40 year study of t)aHonal cultute of mQ$Uy prof'e$Sional b~ckgrounds-~~he eontra$t~ and potentIal for conflict are

ama2:ing. '

06/07/2010 11:04 4252591784

Jun. /, LUIV li:](PM

PA'3E 13

No,0989 p, 4

Printed by; Jodt RunYOI1l

Tille; Poe: t11CO tlncf ach~OVQm9nt

Mond"y, Juno Q7, ~010 11:33:24 AM Pas;; $ of 3

The Communities of Color Coalition is a non-partisan and non-profit organization with a strong history of constructive community building advocacy for social justice, cultural and religious respect, and human rights. We have collaborated with the Edmonds School District, the Everett School District, the Monroe School District and Everett Community College on a number of projects focused on the difficulties that students of color and their families face as they pursue an education and the promises of equality and opportunity that are the foundation of our democracy.

Unfortunately, as a result of the severe economic recession, mandated budget reductions are a reality for most school districts in Washington State. It is clear that the Marysville School District Board is struggling with very difficult decisions that will have painful consequences for years to come. The options before you are bound to mean that most will have to make do with less and that some important programs may have to be eliminated.

We come before you today to express grave concern regarding indications that pseudoscience and misinformation have been introduced to influence your decisions. As you weigh the options before you, we urge you to reject unequivocally the unabashed racism entailed in the theories promoted by J. Phillipe Rushton and others who argue that racial genetics predetermine intelligence and academic success.

In her foreword to the 2002 report titled If Closing the Achievement Gap: A Policy

I Action Guide For Washington State's School Directors", published by the Washington

State School Director's Association, the WSSDA President, Connie Fletcher, wrote:

"We have recognized that children don 't come to our school doors in cookie cutter fashion. They reflect their homes, communities and cultures. Our schools need to address the uniqueness of each child, celebrating their backgrounds, glfis and contributions, while providing the individualized instruction, time and attention each needs to be successful.

We have learned that equity does not mean equal in measuring resources. Need should be the measure of our allocations. School board members must ask ourselves ifwe have

aligned our resources so that all children, regardless of the learning assets and deficits they

bring with them, have an even chance to meet our standards. 1/

But the needs that affect learning and academic performance are not limited to economic factors. We urge you to retain a strong emphasis on strategies that focus on inclusion and address race-related, cultural and linguistic barriers to learning.

Part 4: Key Policy Issues" in the WSSDA report emphasized the following:

'----------"

VISION

A community free of racism and cultural intolerance.

MISSION The Communities of Color Coalition (C3) is a nonpartisan group of citizens who

meet on behalf of the peoples of Snohomish County to diSCUSS, problemsolve, and advocate for social justice, cultural and religious respect and human rights, especially for people of color and other underrepresented groups. Our major areas of concern include but are not limited to: the elimination of personal and institutional racism; equal access to and opportunities in education; equal access to and opportunities in economiC development and employment; and fair and equal treatment under the law and in our society.

E,XECUnVE

COMMITTEE Kinuko Noborikawa, Chair

Winnie Corral, Vice Chair

Therese Quinn, Secretary

Bo Tunestam, Treasurer

P. O. Box 472 Everett, WA 98206-0472 425-258-8828 exec@c3coalition .org

June 07, 2010

Marysville School Board 4220 80th S1. NE Marysville, WA 98270-3498

Honorable Directors of Marysville School District,

A 501 (c)(3) non-profit organization

Page 1 of2

C:lDocumenls and Settings\KinukolMy DocumenlslC3IAdvocacy\Marysvilie So\100607 _Marysville_SD_achievement.gap_ v.l006.doc

To close the gap, school districts must direct resources to those with the greatest need and implement strategies to accelerate the learning of students who are underachieving. Closing the gap requires finding ways to close the readiness gap so that no children enter kindergarten significantly behind their peers. Serious attention must be given to creating learning environments that are intolerant of racism and exclusion and in which high expectations are held for all students. All students, especially low-achieving and disadvantaged students, must be taught by highly qualified staff in personalized learning environments. Curriculum and teaching practices must recognize differences in ethnicity, language and culture and teachers must be skilled in teaching students unlike themselves. An emphasis must be placed on literacy and mathematics. And, finally, reaching out to and empowering parents will be essential-schools cannot close these gaps alone.

The Washington State Legislature passed SSB5973 in 2009 expressing their mandate to close the well-documented achievement gap and highlighting the importance of cultural competence as a fundamental factor essential to academic success.

SSB5973 Section 1 (1) _ The legislature finds compelling evidence from five commissioned studies that additional progress must be made to address the achievement gap. Many students are in demographic groups that are overrepresented in measures such as school disciplinary sanctions; failure to meet state academic standards; failure to graduate; enrollment in special education and underperforming schools; enrollment in advanced placement courses, honors programs, and college preparatory classes; and enrollment in and completion of college.

SSB5973 Section 1 (3) _ A consistent and powerful theme throughout the achievement gap studies was the need for cultural competency in instruction, curriculum, assessment, and professional development. Cultural competency forms a foundation for efforts to address the achievement gap, and more work is needed to embed it into the public school system.

SSB5973 Section 5(2) _ For the purposes of this section, "cultural competency" includes knowledge of student cultural histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students I experiences and identifying cultural contexts for individual students.

Cultural competence as defined in SSB5973 and outreach to families that may be linguistically isolated and prevented from supporting their child's academic progress are vitally important. Over the past 13 years, students of color have increased from 15.5% to 32.8% of the student population in the Marysville School District. The largest share of that growth has been in the Hispanic/Latino group. Growth will continue to increase the need for strong and visionary Board leadership to make sure that all of our children are able to succeed.

Respectfully,

Kinuko Noborikawa, Chair Communities of Color Coalition

A 501(c)(3) non-profit organization

Page 2 of2

C:\Documents and SettingslKinuko\My Documents\C3\Advocacy\Marysvilie SD\100607_Marysville_SD_achievement·gap_v.1006.doc

f..iliitUf

Chair

r i/ (~:ordouat 'ike Chair

/1!irt;\'!t7rin Di«: ;'\({lrtl!lC:

Execu rive

Committee

j~osnflJrr n. Piiki):

/ Of! rdt:» Pr)rfiUcl"

Conunittce

Ernest Rndi.llo

f en-situ 'Torres

"\,1au ue! Fxcrutivc Committee

iiricl iJIignez, r:;:xccubv(:' Director

STATE OF' WASHINGTON

COl\fl\:fIssrON ON llISPANIC AFFAIRS COMlS1();V DE ASUNTOS' HISPANOS

June 7, 2010

Marysville School District C/o School Board

4220 80th St. NE Marysville, W A 98270

Dear Marysville School Board Members,

The Commission on Hispanic Affairs would like to share their concern regarding the statements made by Chris Nation and Michael Kundu, that dismiss the need to address the ethnic academic achievement gap that exists today as merely a poverty issue or worst yet an issue of genetic inferiority.

Our State Legislators have come together to call for education reform, stating that we can no longer ignore that our educational system is mandated to provide an equitable education for all students, and yet has left students of color behind. They have called this the most important civil rights issue of our day.

It is projected that in the next twenty years students of color will make up fifty percent of the student body in Washington schools. We cannot afford to lose human capital. The Commission on Hispanic Affairs urges the Marysville School Board Members to listen to the message of our legislators and give the highest priority to closing the achievement gap that currently exists for students of color.

This gap has led to not only a disproportionate number of drop outs but also inequalities in the number of students of color in college prep and honors coursework. OSPI has acknowledged this gap and is working with legislators through an academic achievement gap oversight committee to continue to make recommendations that address these inequities. We cannot continue to ignore the research and mandates, that continue to point to the gap that exist based on race.

The \)f the Staff.: of hr_l\'('_~ t:~):.;i\L·d r h.. COJl1!n i .. ,:-; inn on Hi.>.;panic ,:\{hi!'.>'; W11:11 tilt'. G~)\-'(:Tn(jt'-

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With the passage of Bill 3026, aSPI now has the power to enforce civil rights violations based on race. This is yet another declaration by our Legislators that we as a State will not tolerate discrimination of students and families based on race.

In Michael Kundu's email he refers to a study that states intellectual superiority based on race. This is not only discriminatory but resembles white supremacist ideology that takes us back to the time of segregation.

For years, ever since Board vs. Brown, school districts have tried to rename the ethnic achievement gap as a poverty gap. They have addressed it with Title I funds and many other programs targeted for low income students; however, the gap still exists between low income students of color and low income white students.

The Commission on Hispanic Affairs strongly urges the Marysville School Board to not focus on the research of those that want to perpetuate racial superiority. But rather, heed the words of our elected officials that cry out to end inequitable academic services and proceed forward by prioritizing closing the students of color achievement gap, to ensure that all children are truly given an equitable opportunity of a public education.

Jre1Y,

,~~

Commission of Hispanic Affairs

SNOHOMISH COUNTY BRANCH

Sherri Crenshaw, President Marysville School District Board 4220 80th Street NE

Marysville, W A 98270

June 7,2010

Re: Mr. Michael Kundu's Biological Explanation of Poverty and Achievement Gap

Dear President Crenshaw:

This letter represents the position of the National Association for the Advancement of Colored People - Snohomish County Branch ("NAACP-Snohomish").

The mission of the National Association for the Advancement of Colored People is to ensure the political, educational, social, and economic equality of rights of all persons and to eliminate racial hatred and racial discrimination.

This letter is being offered as part of an effort to address statements made by board member Mr. Michael Kundu about the intellectual capacity of certain groups of people and the scientific evidence that supports such findings, The NAACP finds Mr. Kundu's assertions offensive, not in accord with the mainstream of modem U.S. society, and certainly not in the equitable interest of all Marysville School District students.

Mr. Kundu's use of sophistry is well demonstrated in his statements. On the surface his position may sound reasonable, as he notes that Philippe Rushton's theory is controversial. What he does not acknowledge is that Mr. Rushton is a known white supremacist and that his pseudo-scientific theory has been effectively and consistently debunked by well regarded scientists. This and similar racist theories continue to resurface, and they need to be addressed every time they surface.

It is unfortunate that in this day and age Mr. Kundu is comfortable spreading this type of mis-information as if it is true. Even more unfortunate is that there are people who will believe this line of thinking without examining the facts. Mostly, it is a travesty that this racist theory is part of a conversation that will set policy for children in the Marysville School District. The school board has a responsibility to ensure educational equity for all children. In the opinion of the NAACP, Mr. Kundu's line of thinking and discussion thereof do not advance this objective.

P.o. Box 5676 Everett, WA 98206-5676 lJrritlOaa~naacp.org 425-322-6924

1

SNOHOMISH COUNTY BRANCH

We would also like to address zs" the effort to remove the impact of race on student achievement, or to equate race and poverty. We acknowledge that poverty is an important contributing factor to lower achievement and that there is a correlation between poverty and race. However, we also realize that race has its own independent effect on student progress. There is a need to address both the issues of poverty and race; if poverty only is addressed, cultural, racial, ethnic, national origin, and language will continue to be significant factors weighing on the achievement of students of color. We recommend that you add poverty to your consideration of factors affecting student achievement, rather than eliminating the other categories listed above.

Washington State has enacted SECOND SUBSTITUTE SENATE BILL 5973. This bill has requirements to address the achievement gap. Closing the achievement gap is not an option.

The NAACP Snohomish County Branch supports Washington State Senate Bill 5973 and the Marysville School District Goal AbTERHATIVE #C "Close the achievement gap for Native American, Hispanic, African American, ELL, and Spec Ed students."

We fully recognize that school district resources are limited and thus need to be allocated in a fair and considered manner. However, without correct, relevant, and timely information and a proper perspective, these limited resources cannot be allocated in a way that addresses education in an equitable fashion.

Sincerely,

T-:.n~".o. D f"! ... .o..a:f"\Ct. JUl.U\..I\".I .L'-. \J.L\..I\".tJ..l\..l,

President, NA~ACP Snohomish County Branch

CC: Darci Becker, District 3 Cindy Erickson, District 2 Michael Kundu, District 4 Chris Nation, District 1

P.O. Box 5676 Everett, WA 98206-5676 Unit 1 Oaa@naacp.org 425-322-6924

2

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