"Berkeley doesn't have affirmative action" is a good example of a technically defensible but straightforwardly false argument that obscures rather than elucidates. As soon as California banned affirmative action, Berkeley openly and urgently looked to circumvent it.
This is what "no affirmative action" looks like at Berkeley: "comprehensive review" that happens to weight admissions in much the same way explicit affirmative action did. city-journal.org/article/elites…
The data is unambiguous, such that there can be no substantive dispute. The affirmative action ban never stopped Berkeley from weighing race heavily within admissions. It just required them to get creative. eml.berkeley.edu/~webfac/morett…
In absolute terms, you saw a small shift in enrollment by race, followed by a return to baseline as the UC system grew more comfortable working around the ban.
UC Berkeley administrators were open about the moral urgency they felt in aiming to circumvent the ban. Their straightforward goal was to re-establish affirmative action while dodging legal action, however they could.
There is an argument to be had over the merits of affirmative action. There is none whatsoever over whether Berkeley has been practicing it since the ban, and the only reasons to claim is hasn't are ignorance or deliberate intent to mislead.
One who had direct experience crafting Berkeley's policy on this has weighed in—don't miss his (excellent) response. As he indicates, part of this comes down to whether implicit, as opposed to explicit, racial preferences constitute affirmative action.
From "After the Spike": "The year 2012 may well turn out to be the year in which the most humans were ever born—ever as in ever for as long as humanity exists."
Going to live-tweet interesting bits.
Twenty-six countries have fallen below replacement rate since 1950.
in 1930, researchers studied ability grouping and concluded you needed to adjust the curriculum to make it work
in 1960, more confidently so
then in 1990, they studied grouping without changing curriculum, concluded it was useless, and advocated to get rid of ability grouping
over time the field got better and better at studying the form of ability grouping that everybody had known was pointless for sixty years while just sorta disregarding the form that kept getting results
I get so mad every time I read this stupid study
the field of education set itself back generations because it kept listening to people who thought ability grouping was "antidemocratic and antiegalitarian" and as such badly wanted it not to work
as a matter of fact Terence Tao himself was one subject of a longitudinal study of twenty or so kids like him. the amount to which they were accelerated varied hugely. the ones who (like him) were given appropriate academic placement did much better than the many who were not.
It’s not “woke teachers”—this problem has been around for a very long time—but the education system in western countries is systematically unserious about talent identification and cultivation.
perhaps to win young men back we should figure out how to rebuild the social technologies held within traditional faiths, centered around policing, constraining, and controlling the sexuality of men towards positive ends, in a way suited to the needs of the day
One informative experience moving between reading academic research and legal cases is watching the same names pop up as authors in research disputes and experts in court cases.
As one example, James Kulik performed some of the most influential meta-analyses lending support for ability grouping, notably arguing against Robert Slavin, who would release competing meta-analyses slicing the same data slightly differently to question it. Here, he's mentioned in Georgia State Conference of Branches of NAACP v. Georgia, 775 F.2d 1403 (11th Cir. 1985), which remains one of the most influential precedential cases on the question and found that ability grouping tended to be a legitimate educational practice. He did good work; it makes sense to see him called to testify in support of the practice, and it makes sense that the court found his arguments persuasive!
But it feels odd, you know, knowing that so much legal precedent depends on who found the right academic to make the right case in the right courtroom before the researchers wander back to their own field's journals and keep firing arguments back and forth. How many quiet battles take place first in the academic literature, then on the witness stand? How much of our law rests on the lightly examined testimony of whichever academic sold their story the best?
As another example: In the famous case Larry P. v. Riles, the court found that IQ tests were biased against black students and therefore could not be used to place students in remedial courses.
But...
In Parents in Action on Special Educ. (PASE) v. Hannon, 506 F. Supp. 831 (N.D. Ill. 1980), considering the same question, the judge wasn't satisfied with the expert testimony. So what did he do?
I’ve been torn on the extent to which the Afrikaner refugee claim is legitimate vs a political stunt, and they’re obviously receiving favored treatment compared to most refugees, but this statement has enough ominous lines that it persuades me towards the refugee case.
If a country is upset people left because it had plans to “transform” their position and hold them “accountable,” I think they’re at the very least not insane to want to leave!
This is fair also, I think.
My gut feeling is that
a) Many Afrikaners have a facially legitimate claim to asylum
and
b) The motives for rolling out the red carpet for them while attacking other legitimate refugees are credibly racist