Tag Archives: Glenn Loury

Glenn, John, and Philip K. Dick

In the last segment of their recent bloggingheads discussion, John McWhorter told Glenn Loury he was writing a piece suggesting that discussions of an IQ gap be deemed unacceptable for public discourse1:

I don’t understand what possible benefit there could be. I think it should stay in the journals.

Glenn agreed, and mentioned his famous response to the conservative welcome of The Bell Curve, in which he angrily rejected Murray’s assertions.

My first, instantaneous reaction was hey, great idea.  In fact, it will save us billions. Too bad no one proposed it twenty years ago, before we wasted so much time and energy on No Child Left Behind, forcing states to report by racial demographics. Think of all the schools struggling to meet adequate yearly progress and failing because they couldn’t teach students to perform in perfectly average racial unity. Let’s be sure to tell the College Board; they’ll be happy to stop breaking out test results by race; it’ll save them so much criticism.  This will put NAEP out of business of course, so….

What’s that? You don’t think McWhorter would link banning discourse on race and IQ to ending all scrutiny of race-based academic achievement?

Ya think?

Of course John McWhorter knows that race-based academic achievement is at least tangentially related to discourse on race and IQ.  I also think he understands that race and IQ discussions have been The View That Must Not Be Spoken for forty years. In fact, he even mentions that the only sites engaging in this discusssion are “right wing chat sites” and “some blogs”.

So sarcasm aside, I was a bit puzzled by the proposal, as well as Loury’s endorsement. These are two intellectually honest academics, who are generally fearless on racial topics. Here they are declaring certain topics Voldemortean–and doing so in the event that the link between race and IQ is proven out.

Without even going into the suggestion itself, consider that McWhorter posits one response to an acknowledge racial IQ gap:

…are we going to have an arrangement where we allow that black people have these lower IQs and therefore give extra help to black people, with the presupposition that all the average black people aren’t as bright? I think the black people would take it as an insult.

Fifty years and counting on affirmative action (which McWhorter famously opposes), and McWhorter thinks black people would take extra help as an insult? Seriously?

Even more surprisingly, Glenn Loury doesn’t point out this obvious hole.  Or maybe not so suprisingly, I’m a huge Loury fan, but as I’ve mentioned, he’s got some blind spots on education.

The most notable one I can recall is in this  excellent 2010 discussion Loury hosted with Amy Wax, author of Race, Wrongs, and Remedies:

Wax’s central point both in the discussion and in her book is that black academic underperformance is due to the wholesale collapse of the black culture and black family.

Loury pushed back hard (emphasis mine):

“Well, gee, when I look at education, I think, true, what happens at the home is really important….but I do think that the fundamental problem with urban education is its political economic organization. It’s the unions. It’s the work rules. It’s the efficacy of teachers in the classroom, and so on. It may also be to some degree the resources.

And that’s something that government, with great difficulty, with some consternation, can change….that’s something that ONLY government can change, either by making resources available to parents so they can have outside options and not be reliant on a school system that’s failing, and/or by reorganizing the functioning of those systems that are failing so that the kind of things that reformers want to do, that are known to work, are permitted to be put into place.

But in either case, those are political public large government undertakings that need to be done, and to blame the failure of urban education on the culture of African Americans is, well, maybe just a little offensive….Why wouldn’t we want to think of that as a public problem in public terms rather than [blame] the people who are really the victims of failed public policy?”

So Loury holds on to some of the conservative tenets from his youth.  Like all conservatives, he wants to blame schools: crappy, incompetent teachers, unions, and by golly maybe more money would help, too.

Wax responds that blaming schools makes no sense, because black kids in suburban schools are doing poorly. They do poorly in the same excellent schools that whites do well in, and she argues again that it’s culture.

Somewhat surprisingly, Loury agrees. Suburban black kids are doing terribly, too, but not for the same reason:

“I would not identify underperforming middle class African American performance in good suburban schools, which is a real thing, with the absolute wasteland in terms of the cognitive development of the students who have no alternative but to attend the failed inner city public school system. Both are problems, but the latter is just a huge problem and I say it’s mainly a problem of failed institutions not of inadequate culture.

So Loury has constructed  an absurd dichotomy: Middle class blacks and urban blacks have weak academic performance and he tacitly agrees with Wax that the problem is cultural. But urban black academic performance is about ignorant teachers and union work rules.

Wax comes back with an answer that any teacher would thank her for (which is why I’m quoting it in full)

“I would really argue, are the teachers really not trying to teach them basic stuff, or is it that the students, for whatever reason, are just so ill-equipped when they come in, so indifferent?….We know, from Roland Fryer…that these students are coming in significantly behind their counterparts, so they’re already behind the eight ball…then to turn around and say it’s the school’s fault that they can’t learn arithmetic, or they can’t learn to read. I really question that. I just am not sure that that is the locus of the problem or even the main problem.

Of course, then she ruins all that good sense by saying that the locus of the problem is  “the abject failure of the family….just collapse.”

Little evidence for either Wax or Loury’s position exists. Roland Fryer’s research on Harlem Children’s Zone ( the 2010 version) gets a mention by Loury as evidence that charters can do a better job. That’s odd, because Fryer’s research has widely been cited as evidence that HCZ does only an adequate job as a charter school, far less impressive academically than KIPP or the others–and of course, their “improvement” has a whole bunch of caveats. But Wax appropriately observes that the results, back in 2010 were new and fadeout often occurs.  As the medium term results from HCZ show,  lottery losers indeed  “caught up” in many ways.

Loury often swats his discussion partners for “asserting from faith”, but his demonization of  “failing schools”is exactly that.   Without any evidence, and considerable evidence against his position, Loury argued two separate culprits for black underachievement, depending on the SES category. Moreover, he uses a big ol’ group of conservative shibboleths to justify his position. That is not the Loury I know from other conversations.

For entirely understandable reasons, both Loury and McWhorter see any discussion of the IQ gap as a personal affront. They both interpret “racial IQ gap” as “blacks are inferior” and I’m sure that there are people who push the topic who see it that way. But one can angrily reject average group IQ as a sign of inferior or superior status while still acknowledging the hard facts of cognitive ability–Fredrik deBoer does it all the time. Whenever they discuss race and IQ, Glenn and John jokingly  mention how smart they are–which they are! But they don’t ever acknowledge that their tremendous intellects aren’t a rebuttal to the discussion at hand.

Men are, on average, taller than women. Michelle Obama is taller than Robert Reich. Both statements are true. Why more people can’t apply this to IQ is a mystery.

I don’t know all the corners of IQ science history, but I’ll stipulate that many unpleasant people discuss IQ gaps with a disgusting glee. I find it incredibly troubling how many people use “genetically inferior” as an equivalent term for “blacks have lower IQs on average”.  But I spend too much time with students of all abilities, and all races, to consider race as the logical grouping for IQ.  I’m more interested in IQ, or more generally the cognitive ability discussion, as a starting point to correctly frame what is now cast as a public education failure.

Our schools “fail” to educate many students. We tend to focus only on the black and Hispanic students–and not as individuals, just as data points that would push the average up nearer to that of whites.  We use white average academic achievement as the standard for success.  We began comparing racial groups back when it was primarily blacks and whites, in that optimistic era after Jim Crow ended, confident that the data would show blacks catching up to whites. If blacks had just caught up, if we just had the same amount of students “failing” to be educated, we’d have moved on.

But blacks never caught up. Since at the national level, we’d begun with the presumption that the gap was caused by racist oppression, we continued with that assumption as long as possible. Over time, other culprits arose. It’s the parents. It’s the culture. It’s the schools. People who offered cognitive explanations were ostracized or at least subject to a barrage of criticism. It’s always odd to hear Loury talk about the Bell Curve era as a traumatic time, when his peers were coolly discussing racial inferiority, while almost everyone else recalls it as a time when Murray was nearly banished from the public square.

As time went on, despite our failure to close “the gap” or, more accurately, despite our failure to provide a needed education for all students, demands went up. High school transcripts got more impressive, more loaded with “college prep” courses and, in many high schools, more akin to fraudulent documents, all designed to push all kids into college in equal proportions. Colleges have obligingly obliterated requirements. Schools have increasingly come in for blame from the political and policy folk, but all attempts to penalize schools for their failure have, well, failed. The public likes their schools and the public, frankly, is more willing to consider cognitive ability relevant than the political and policy folk are.

I’m always reminding myself that most  people see it in, literally, black and white terms for very good reason. But I only discuss IQ in terms of race because society insists on grouping academic achievement by race. Ultimately, I see IQ discussion as an effort to correctly categorize the “failure” of some students, regardless of race. I see it as a way of evaluating student achievement, to see how to best educate them to the extent of their ability and interest. I am well aware that these questions are fraught with reasonable tension.

But I worry, very much, that we won’t take needed steps both in education and immigration policy (as well as a host of other areas, no doubt) if we don’t stop insistently viewing cognitive issues through the prism of race. That is, as I first wrote  here, we need to consider the possibility that the achievement “gap” is just an artifact of IQ distribution. 

I would be pleased to learn this is not the case, as I wrote then. But if in fact IQ distribution explains the variations in academic achievement we see, then we need to face up to that. This facing up does not mean “well, your people are good in sports and music”. The facing up means asking ourselves regardless of race, how do we create meaningful jobs and educational opportunities for everyone?


I hope they change their minds. Because we are putting millions of kids in schools each year, making them feel like failures. Yes, some are black. Others are white, Hispanic, Asian. And we’ve spent no time–none–trying to figure out the best ways to educate them.  We’ve only looked for causes, for the right groups to blame.

Of course,  maybe we could trade: no more talk of the achievement gap in exchange for no more talk of race and IQ. That’s not the best approach, though, because in today’s employment environment, we need to educate everyone, not write off “failures”.

But I guess Glenn and John–along with a lot of other people–are still trying to wish reality away.

Note: The piece  Philip Dick, Preschool, and Schrodinger’s Cat is still canonical Ed on IQ.

 1: since I wrote this, McWhorter published the piece in the National Review. I made some additional responses directly on Twitter.

What Policies Will Help At-Risk Adolescents?

The Glenn Show, Glenn Loury’s semi-monthly discussion show on blogging heads, is always outstanding and I watch most of them if I don’t discuss it here. Happily, a good chunk of his recent discussion* with Robert Cherry of Brooklyn College involved vocational education and at-risk student populations.

I’m going to criticize some points below, but the conversation is excellent. Cherry speaks passionately about his topic, and  Loury comes through every so often to summarize with an elegant clarity that’s one of his great strengths. If you don’t have the time to listen, here’s a transcript of the vocational education section, which I created to be sure I didn’t misrepresent anything.

One small point regarding the section on at-risk youth: Cherry goes on at some length about how at risk kids coming from weak, dysfunctional families experience violence, hunger, lack of love. This disruption and chaos profoundly affects their ability to perform academically and increases the likelihood they’ll act out, even strike out. He thinks high schools should spend resources and time understanding and assisting the stressed, traumatized youth come from, give them support, help them work through their trauma instead of merely disciplining them.

On behalf of Title I schools everywhere:  Um, dude, what the hell do you think we’re about? High schools spend as much time as they can understanding and getting help for their kids. We have psychologists at our school. Kids who feel stressed can go see their counsellors.  Teachers often know what’s going on with their kids, and we email key info to colleagues with the same students. Administrators do a lot of listening, a lot of bringing families in to discuss issues, a lot of calling in secondary support services.  Could we use more resources?  Sure. Would more resources improve outcomes?  I don’t know. But Cherry seems utterly clueless as to the vast array of substantial support high schools give now, which calls into question his certainty that such services would help.

Cherry then argues that at-risk students who struggle in school should be given short-term career training to immediately prepare them for jobs and income that will alleviate their stress. In this section he makes three points:

  1. “High school jobs are a thing of the past.” Teenagers don’t work anymore: only one in seven black teens has a job, just 2 in 7 white teens do.
  2. The reason teens don’t work anymore is because of the view that everyone must go to college.
  3. Colleges are inundated with unqualified or remedial students, but they have thus far been more likely to lower standards than discourage people from going to college, thus further discouraging any other development paths.

The first is a fact. The third is also true,  as I wrote in my last piece. But the second point is way off, and in important ways.

Cherry doesn’t mention relevant research on teen unemployment, although he often supports his comments elsewhere in the discussion with studies or data. But the employment drop  has been discussed  at some length for a number of years, with debates on whether the primary cause is supply or demand. Supply: teens aren’t working because they are taking summer school enrichment classes, working at museum internships,  jaunting off to Europe or maybe just doing homework imposed by teachers trying to get them to college.  Demand: teens face competition from other workers. So Cherry’s only proffered reason is supply-related. He thinks teen employment is down because academic activities are becoming more important to high school students, thanks to societal demands and pressures to go to college.

I’m deeply skeptical. First, on a purely anecdotal basis, the teens I know are eager to work, whether it’s full-time over the summer or part-time during the year. But employment requires a work permit, and permits often require acceptable GPAs**. I have had more than one student beg me to boost their grade so they can keep a  job or get a permit for a job offer.

Of course, the same students ineligible to work during the school year are then stuck in  summer school, retaking courses they still don’t care about.  Summer employment is a particular challenge for the same students who can’t get work permits during the year, for the same reason.

As I wrote earlier, high school students are failing classes at epic rates, and graduate requirements have increased. In our district, I see a disproportionately black and Hispanic summer school population repeating geometry, algebra, US History, English–and every August, they have a summer school graduation ceremony for the seniors who couldn’t walk in June because they hadn’t passed all their required courses.(Remember Michael Brown of Ferguson had just graduated a day or two before he was shot in August? That’s why.)

Rich kids of all races might be going off to Haiti to build houses instead of working. Asian kids, particularly Chinese and Koreans, are almost certainly not working because their parents won’t allow it. The days of supporting mom and dad in the business are mostly over, at least where I live. Chinese and Korean parents, particularly those who just got here, go  into debt, borrow money from back home, and send their kids to hundreds of hours a year in private instruction. But it’s not schools pushing them into this activity. (Schools, if anything, try to discourage this obsessive devotion to academics.)

But rich kids and certain Asian demographics aside, the average teen, particularly those from disadvantaged families, cares considerably more about financial remuneration than academic enrichment.  If teen employment has decreased dramatically and academic activities are taking up any bit of that time, the first thought should not be “Oh, they’re just being encouraged to value academics so they can go to college” but “Oh, they aren’t being allowed to work because they’re failing required classes.”

Teen employment is not a “thing of the past” because teens have decided not to bother with it. They face significant, intentional policy barriers that preclude employment. Most students want jobs.  Cherry implied that teens considered employment passé. That’ s not my experience and the data doesn’t support that interpretation.

Surprisingly, Cherry doesn’t even mention the possibility of demand-related drops. If you could CTRL-F the conversation, as Steve Sailer says, “immigra” would return a “not found”.  Neither Loury or Cherry mention that constant increases in low-skilled immigration would present competition for teenage workers.***

Which is odd, because there’s all sorts of research on plummeting teen employment, and  immigration is often identified as the culprit.   Christopher Smith, on the Federal Reserve Board of Governers, has two papers precisely on point.

The first,  The Impact of Low-Skilled Immigration on the Youth Employment Market has this conclusion:


The second, written a year later, examines the degree to which the decline might be to other factors–was it immigration, or the displacement of adults from better paying jobs, or is it the push for college? From Polarization, immigration, education:

Notice it’s 3.5 or more for demand issues–immigration, increasing competition in low-skill market (which is just another way of saying increased  immigration)–and 3 at most for supply factors–things like summer school or other educational opportunities.

Remember, too, that if employers have a choice, they prefer adults devoted to working as many hours as possible with no parents or schools hovering in the background. So  teens  are competing against ever increasing supplies of low-skilled immigrants–and thus more adult low-skilled workers generally–and competing from the bottom of the desirability index, too.

Cherry talks about the “current push” to send everyone to college, suggesting the push is a recent development. As Kevin Carey pointed out a few years ago, people have been questioning the value of college since at least the seventies, when Richard Freeman wrote The Overeducated American. (If the Harvard Crimson isn’t pulling my chain, college journalists were complaining about wasted degrees back in 1883.)

But Freeman’s book didn’t have the impact of  A Nation at Risk. The 1983 education treatise didn’t list “Everyone must go to college” as a recommendation. It did suggest that if all high school kids didn’t take four years of English,  three years each of advanced math and science, and resolutely study a foreign language for two years, Japan would bomb us back into the Stone Age.

I’ve written before that Nation At Risk killed high school vocational education. In that same piece, I point out that  2001’s No Child Left Behind did much to redefine vocational ed as highly competitive career technical education (CTE). Both changes made non-college paths practically unreachable for the average schlub uninterested in college and belatedly trying to get some career options going.

Since the rise of education reform in the 1990s, low test scores have been the club used to beat up public schools in favor of charters using the  KIPP “no excuses” model.  Low test scores aren’t really important unless used as a club to argue that those scores keep students from college.

All of these things have increased the demands on high school. But it’s not new.  The first push to send everyone to college began back in the 70s, before escalating immigration and while teens were still working.  For many years, sending more students to college didn’t conflict with teenage employment. So I don’t see how it could suddenly be a big cause of the change now.

Cherry is dead on the money regarding public universities’ response to unqualified students. After decades of losing borderline or weaker students to the quagmire of remediation, colleges are simply ending the struggle by reducing already lowered standards even further.

Cherry: So CUNY is just dumbing down the assessment exam, the math assessment exam that has mostly arithmetic but some algebra. They’ve just decided they are taking out the algebra, make it just arithmetic. So at Brooklyn College we’re already seeing that, the provost has just sent out a notice that he’s worried, too many people are transfer students…that 500 people are going on probation, 200 are being expelled. He thinks it’s more tutoring, more support services, when we’re just taking in people who don’t have the skills….

Well, yeah.  That sounds familiar, as I just recently wrote that California’s largest university system, and the largest in the country  has gone even further, simply ending the remedial category altogether.

But  Cherry’s prescriptive tone has vanished. He certainly put the “everyone must go to college” rhetoric at high schools’ feet, and (wrongly) implied that high schools are more eager to discipline than support at risk students.  But here, when talking about colleges’ continual failure to enforce their own standards he merely sounds sad. Loury doesn’t follow up on the point, either.  The two men seem remarkably passive about post-secondary failings. I hope to say more about that in a subsequent piece.

My complaints notwithstanding, check out the conversation. I’m glad that our best intellectuals are seriously engaging with the problems presented by low-skilled students. But they still seem more likely to blame culture than look further afield–the culture not only of black families, but what they imagine to be the culture of high school education communities.

Our education policies certainly help to discourage low-achieving teens, making them feel like failures, taking up their spare time in joyless academics far beyond their capabilities and interests. I am certain we can do more to make education more accessible to this population, and believe the path involves more time to learn less demanding content. But ultimately, I continue to believe the most important factors affecting teen employment are demand-related. I hope Glenn Loury and Robert Cherry come down harder on this point in later discussions.

*Okay, a month ago. Hey, I have a day job.

**Work permits vary by state, but in most states the school, not the state, issues the permit. Age/Certification by State
*** Loury has previously acknowledged the impact of immigration on low-skilled employment.