The ongoing destruction of the race which founded modern America—white Europeans—has passed another milestone with the news that nonwhites are now an outright majority in public schools in the US.
The dramatic shift has come about primarily due to the explosion in the number of Mexican and Central American children entering the schooling system—which is a direct result of the open borders immigration policy followed by the US government for the last thirty years.
According to figures released by the National Center for Education Statistics, “non-Hispanic white students” now make up 49.8 percent of the school-going population. But it is well-known that the federal government’s classification of “white” is severely flawed, and includes North Africans, Arabs, and all Middle Easterners.
The true figures of white children in US schools is therefore well below the official statistics—a trend which is repeated throughout American society as a whole.
According to the NCES figures, some 25 percent of students are “Hispanic,” 15 percent are black and 5 percent are Asian and Pacific Islanders.
As a result of the racial shift, the average IQ and educational achievement levels in US Public schools is dropping dramatically. The IQ scores in particular are representative of the origin nations of the new children—86.5 in Mexico, 79 in Guatemala, 80 in Ecuador, and so on. As this is in the same range as American blacks—around 87—the overall effect is inevitably bringing down the entire educational system, not to even mention the increasing social and behavioral problems which have already effectively destroyed many schools in American urban areas.
According to a presentation by NCES Commissioner Jack Buckley in 2011, the National Assessment of Educational Progress (NAEP) gap—a measure in difference in achievement—between white and “Hispanic” students has remained constant at 21 to 26 points.
Commissioner Buckley’s presentation also revealed that the score gaps between Hispanic students who were English Language Learners (ELLs) and Hispanic students who are not ELL students ranged from 19 to 39 points, comparable to or larger than the overall Hispanic–White gaps. This means that the oft-claimed excuse of “English not a first language” is, like all the other excuses, false.
All other official statistics show that black, Hispanic and Native American children enter kindergarten academically behind their white and Asian peers, are more likely to cause trouble at school (which is then blamed on “white racism” and mysteriously-named “failing schools”), have lower standardized test scores, and are more than 50 percent less likely to graduate.
In addition, the flooding of America by nonwhites has also made the school-going age population poorer, a fact even admitted by Patricia Gandara, co-director of the Civil Rights Project at UCLA.
Already, one-quarter of Hispanics and blacks live below the poverty line.
Interestingly enough, the one NCES statistic which has not been given wide prominence is that which shows that “biracial students” are a tiny fraction of the student population. This fact would tend to indicate that, like the white British population, racial mixing has now largely halted in America.