In every region of the United States of America, European-origin and Asian children academically outperform African, Hispanic, and American Indian children, no matter how similar the environment, according to a report issued by the Annie E. Casey Foundation.
The foundation, started in 1948 as a private charitable organization to support “disadvantaged children,” is most well-known for its annual “Kids Count” report, but has now ventured into the race issue with a report titled “Race for Results: Building a Path to Opportunity for All Children.”
Using a newly devised index based on 12 indicators measuring a child’s success from birth to adulthood—including reading, math proficiency, high school graduation data, teen birthrates, employment prospects, family income and education levels, and neighborhood poverty levels—and projecting it out onto a composite score with a scale of one to 1,000, the report found stark racial differences.
According to the score, Asian children have the highest index at 776, followed by white children at 704. Hispanics scored 404, American-Indians 387, and Africans 345.
“This pattern holds true in nearly every state,” said the report, which was based on data from 2012 and included census figures tallying the number of US children under 18 at 39 million whites, 17.6 million Latinos, 10.2 million blacks, 3.4 million of Asian descent, and 640,000 American Indians, as well as about 2.8 million children of two or more races.
Under census definitions, Latinos can be of various racial groups.
The report described the challenges facing Africans as “a national crisis.”
For black children, the states with the lowest scores were in the South and upper Midwest—with Wisconsin at the bottom, followed closely by Mississippi and Michigan. The highest scores were in states with relatively small black populations—Hawaii, New Hampshire, Utah, and Alaska.
Outcomes varied for different subgroups of Asian and Latino children. For example, in terms of family income levels, children of Southeast Asian descent—Burmese, Hmong, Laotian, Cambodian, and Vietnamese—performed more poorly than children whose families came from India, Japan, the Philippines, and China.
Among Hispanics, children of Mexican and Central American descent faced the biggest barriers to success; those of Cuban and South American descent fared better in the index.
The state with the highest score for Hispanic children was Alaska, at 573. The lowest was Alabama, at 331.
Only 25 states provided enough data to compile scores for American Indian children. Their scores were highest in Texas (631), Alabama (568), Florida (554) and Kansas (553), and lowest in the upper Midwest, the Southwest, and the Mountain States. The score for Indian children in South Dakota—185—was the lowest of any group in any state on the index.
Some of South Dakota’s Indian reservations have the highest levels of domestic violence, alcoholism and drug abuse, fetal-alcohol syndrome, teen pregnancy, and low graduation rates, causing them to be among the poorest nationwide.
The report found sharp differences in Indian children’s outcomes based on tribal affiliation. For example, Apache children were far more likely than Choctaw children to live in economically struggling families.
The report does not dare stray into the reasons why the racial differences in achievement persist no matter what laws are passed, no matter what affirmative action programs are launched, no matter what busing programs are run, and no matter how much liberals try to maintain that race does not exist or matter.
The fact that there are genetically-determined racial differences in IQ provide the obvious answer to the conundrum which liberals have created for themselves. From the discovery of the HMGA2 gene which controls brain size and intelligence, through to the thoroughly-documented racial differences in IQ scores, the scientific record is very clear in explaining academic achievement gaps.