Jared Taylor on Diversity versus Standards.


6 replies
  1. Jody Vorhees
    Jody Vorhees says:

    How will this culminate in anything except our eventual extinction? It all begins with the destruction of statues, icons, memorials, graves, careers and books. It ends with execution pits.

  2. Angelicus
    Angelicus says:

    It is really sickening. I would just say that I wish all those whites leaving/fleeing California (the Bolshevik state par excellence) could be stopped because I am quite sure that the majority of them were/are liberals/democrats who supported this crap. Let’s face it, California has been overwhelmingly Marxist/Liberal/Democrat for decades. The problem is that when the Mexicans and black that they profess to love so much become the majority and turn their neighbourhoods into hellholes, the f… hypocrites leave. Most whites are cowards that won’t fight. They deserve everything they get.

  3. David Schmitt
    David Schmitt says:

    Starting while a teaching assistant in graduate school, then in the 1990s, while teaching in colleges, I obsessed over grading tests. I was scrupulous about the quality of each question of the exam: I did not want to waste time on any question that did not accurately reflect the material taught, but I also want to make sure that the questions were not trivial nor give-away items with embedded clues, and so on. Grading the essays would take me well into the night for days and would fill up my weekends. The product of all of this effort in my formative years were tests that were rigorous, but fair. I then developed an algorithm that would curve the exam grades so as to extract the influence of me, the test writer. Though this was the principal reason, there are other reasons for employing a curving mechnism and it can be done in a way that maintains high standards. What most teachers and students think of as a curve is merely adding so many points to everyone’s score, thereby shifting the distribution of scores. But this kind–or kink–of equality or marxo-equity is insidiously not just, nor does it reflect reality in Nature. What I had not set out to do, explicitly, was to craft a device for measuring intelligence. But that is what, in fact, I managed to accomplish—I am quite certain. Of course, I did not have access to student IQ scores. That would be the definitive, next step in the argument. Embarrassed of that evidence, however, would you like to bet on what a statistical comparison of the results of my scoring and a distribution of IQ scores would demonstrate? In retrospect, that achieving a fair and valid test and scoring of the same would tap into that metric called “g” should not be surprising. A good test in any field (again, one that is fair and valid) presents to the test taker with a sample, or reflection, of reality. It approximates the real world. And the real world is the fair and valid intelligence test of ultimate concern. Not all tests are fair and valid, as you might expect. In fact, since our college’s policy, like many, was to post the test scores and course grades outside of the doors of our faculty offices, I was able to perform little studies on the modes of grading exhibited by my colleagues. It is possible, given the similarity of studet makeup within the department, to statisitically draw some conclusions regarding the degree to which the professors digressed from expected metrics of likeihood for the distribution of their class grades. The deviations from these expectations were always in the direction of grade inflation. One faculty member would, as a matter of monotonous policy, provide every one of his students with a course grade of “A.” Yeah! A complete disregard for standards! I even called in to a local radio station in San Francisco to expose that situation to the morning-drive listeners. Naturally, that case did not require any statistical sweat to make proper inferences about the integrity of that particular inividual’s grading practices. Other cases were a bit more subtle, but not much–really–when you devote just a little perception and thought to recognizing grading fraud. You can bet too that the fraud was, given the altered demographics of the faculty, anti-White. I am more than just guessing about this based on anedotal case observations. Another problem is that teachers, professors and instructors of all sorts are–given the lax environment in all sectors of society–unable to resist the wheedling of students or other complainants. You can be additionally assured that this wheedling is amplified in its potency when generous references are made to racial, sexual or other eggregiously codified identity. And if that insinuation does not immediately work on the faculty member (although now it is almost guaranteed to work), then a curling of the force vectors up through the dean’s office and back down to the faculty member will do the trick. Never have more cowardly beings been created than most managers, administrators, upper-level bureaucrats, milirary brass, religious prelates and corporate executives. Oh indeed English bard, with the lawyers done, we’d just begun.

    HUGO FUERST says:

    Jared is an asset. He is just the sort who would make a patriotic POTUS; and he looks good and talks well too. And no carping about the Yoonohooze, please.


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