Two-Thirds of Majority Nonwhite US Public School 8th Graders “Not Proficient in Reading or Math”

America’s slide into Third World status is continuing apace as nonwhites replace whites at all levels in society—as confirmed by newly-published government figures which show that over two-thirds of 8th graders in the now majority nonwhite public school system are unable to properly read or do math.

According to the National Assessment of Educational Progress (NAEP) test results released by the U.S. Department of Education, 65 percent of Public School 8th Graders are “Not Proficient in Reading,” and 67 percent are “Not Proficient in Math.”

Nonwhites have been the majority in US Public schools since 2014. In that year, the percentage of students who were white dropped to 49.7 percent—and even that figure was calculated using the Federal government’s notoriously inaccurate system of racial classification which includes nonwhites as “whites.”

The NAEP results are far worse for students enrolled in “urban districts,” the report added.

The racial aspect to the nation’s educational system collapse is obvious from the fact that the Detroit public schools had the lowest percentage of students who scored proficient or better in math and the lowest percentage who scored proficient or better in reading.

Only 5 percent of Detroit public-school eighth graders were proficient or better in math. Only 7 percent were proficient or better in reading.

In the equally-nonwhite dominated Cleveland public schools, only 11 percent of eight graders were proficient or better in math and only 10 percent were proficient or better in reading.

In the black-dominated Baltimore public schools, only 11 percent were proficient or better in math and only 13 percent were proficient or better in reading.

In the Hispanic and black Fresno public schools, only 11 percent were proficient or better in math and only 14 percent were proficient or better in reading.

Among the states, Louisiana public elementary schools—for the greatest part overrun by blacks and Hispanics—did the worst in teaching students math and Hispanic-overrun New Mexico public elementary schools did the worst job teaching reading.

In the Louisiana public schools, only 19 percent of the eighth graders were proficient or better in math and only 25 percent were proficient or better in reading.

In the New Mexico public schools, only 24 percent were proficient or better in reading and only 20 percent were proficient or better in math.

According to the Department of Education’s National Center for Education Statistics, a scholar who is “proficient” in math and reading should be able to “understand the connections between fractions, percents, decimals, and other mathematical topics such as algebra and functions.

Students at this level are expected to have a thorough understanding of Basic level arithmetic operations—an understanding sufficient for problem solving in practical situations.”

When it comes to reading, eighth-grade “students performing at the Proficient level should be able to provide relevant information and summarize main ideas and themes,” says NCES.

“They should be able to make and support inferences about a text, connect parts of a text, and analyze text features. Students performing at this level should also be able to fully substantiate judgments about content and presentation of content.”

Despite liberal efforts to blame “bad schools”—or the usual standby of “white racism,” the link between race and academic achievement, or lack thereof, is clear and plain for all but the willingly blind to see.

The medium to long term implications of this deliberately race-blind policy are also equally obvious—that if left unchecked, America will inevitably collapse into Third World status and become just another failed nonwhite state.

Over the last 20 years, the number of Hispanic public schoolchildren has more than doubled, and the number of Asians has swelled by 56 percent. The number of black students and American Indians grew far more modestly—but the number of white students fell by about 15 percent.

Demographers predict that non-Hispanic whites will make up less than half of the country’s population by 2044, if not before.

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  1. Those who claim that assertions in The Bell Curve have been “decisively refuted,” do not present evidence.

    Usually they mention Stephen Jay Gould’s The Mismeasure of Man. I refute Professor Gould’s assertions here:

    The failures of Head Start and No Child Left Behind, as well as information in this article provide evidence supportive of The Bell Curve.

  2. The easiest way to distinguish the European Ethnic Group (=”whites”) is by true hair colour, because black hair is one of the most basic genetic markers of non-Europeans. Europeans can have very dark brown hair, but not black. If Hispanics in the US have black hair, they cannot be European, and should not be listed in statistics as “white”. That is why so many Third World ethnic group members try to dye their hair brown, red or blond to look more European, because the whole of the Third World has black hair.

  3. Does this mean that blacks and hispanics will now be supporting whites and asians?
    Will whites and asians now be the proud beneficiaries of affirmative action policies?

  4. …and yet American public schools systems complain that there is not enough money, despite the American taxpayer spending MORE for public education than any other country, with dismal results. If I had my way, I would abolish public education in its entirety. We would be better off.

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