EUR  â¬123.60EUR  â¬103.00 excl. VAT
No BS (Bad Stats)
Black People Need People Who Believe in Black People Enough Not to Believe Every Bad Thing They Hear about Black People
Series: - Personal/Public Scholarship, Volume: 4
Author:
A Brill | Sense Bestseller!
What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, âBlack boys are a dying breed,â âThere are more Black men in prison than college,â âBlack children fail because single mothers raise them,â and âBlack students donât read.â In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.
What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, âBlack boys are a dying breed,â âThere are more Black men in prison than college,â âBlack children fail because single mothers raise them,â and âBlack students donât read.â In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.
Ivory A. Toldson, Ph.D., is a professor of Counseling Psychology at Howard University, the president of Quality Education for Minorities, the editor-in-chief of the Journal of Negro Education, and executive editor of the Journal of Policy Analysis and Research, published by the Congressional Black Caucus Foundation, Inc.
"As a member of the Little Rock Nine, I know firsthand how racial discrimination and segregation damages schools and harms millions of Black learners. Dr. Toldson is an education activist for this century who skillfully blends academic prose with sharp wit and human sensibilities to challenge wayward thinking and stimulate innovation. We need to stop the BS driving education policy by reading No BS!" â Ernest Gideon Green, member of the Little Rock Nine (1957)
"Toldson brings science, common sense and passion to bear on an issue on which too many of us have given up. To know Black youth is to recognize their ability to learn when given appropriate opportunities. This is a book well worth reading." â Edmund W. Gordon, PhD, John M. Musser Professor of Psychology, Emeritus, Yale University
"No BS is the book the HBCU Community has been waiting for! For those committed to educating students of color, Toldsonâs intellectually honest, data driven analysis is a breath of fresh air. This seminal work should be required reading for anyone who is sincere about educational access and equity." â Roslyn Clark Artis, JD, EdD, President, Benedict College
"Ivory Toldson, with his cleverly entitled book No BS, is at his best with real talk and real data. He is my numbers scholar. This unique book debunks myths and lies to improve excellence and equity for students of color." â Donna Y. Ford, PhD, Professor of Education and Human Development, Vanderbilt University
"No BS (Bad Stats) is an instant classic! Dr. Toldson masterfully guides the reader through an intellectually invigorating thought-process that debunks the BS (Bad Stats) about Black students to illuminating a pathway for academic success and life transformation. I highly endorse this much-needed contribution to the field of education!" â Chance W. Lewis, PhD, Carol Grotnes Belk Distinguished Professor of Urban Education, University of North Carolina at Charlotte
"Everything is good about No BS. In an era where âalternative factsâ have entered our lexicon, Ivory Toldson lays out the real data, facts and statistics about what's really going on in the Black community. He also provides keen insights and evidenced-based strategies on how to craft an agenda to empower Black students to realize all of their potential. Terrific book!" â David Wilson, PhD, President, Morgan State University
"Toldson brings science, common sense and passion to bear on an issue on which too many of us have given up. To know Black youth is to recognize their ability to learn when given appropriate opportunities. This is a book well worth reading." â Edmund W. Gordon, PhD, John M. Musser Professor of Psychology, Emeritus, Yale University
"No BS is the book the HBCU Community has been waiting for! For those committed to educating students of color, Toldsonâs intellectually honest, data driven analysis is a breath of fresh air. This seminal work should be required reading for anyone who is sincere about educational access and equity." â Roslyn Clark Artis, JD, EdD, President, Benedict College
"Ivory Toldson, with his cleverly entitled book No BS, is at his best with real talk and real data. He is my numbers scholar. This unique book debunks myths and lies to improve excellence and equity for students of color." â Donna Y. Ford, PhD, Professor of Education and Human Development, Vanderbilt University
"No BS (Bad Stats) is an instant classic! Dr. Toldson masterfully guides the reader through an intellectually invigorating thought-process that debunks the BS (Bad Stats) about Black students to illuminating a pathway for academic success and life transformation. I highly endorse this much-needed contribution to the field of education!" â Chance W. Lewis, PhD, Carol Grotnes Belk Distinguished Professor of Urban Education, University of North Carolina at Charlotte
"Everything is good about No BS. In an era where âalternative factsâ have entered our lexicon, Ivory Toldson lays out the real data, facts and statistics about what's really going on in the Black community. He also provides keen insights and evidenced-based strategies on how to craft an agenda to empower Black students to realize all of their potential. Terrific book!" â David Wilson, PhD, President, Morgan State University
Acknowledgements
Chapter 1: No BS (Bad Stats)
âNumbers Are People: The Achievement Gap as a Social Construct
âA Duboisian Framework for Educational Equity
âDiscovering the Talented Tenth
Chapter 2: The Happy Bell Curve
âStory of My Life
âBS Funny Numbers
âThe Happy Bell Curve
âWhy Not Trust Objective Research on Black People?
Chapter 3: More Black Men in Prison Than College
âIntroduction
âThe Dubious Basis for the Line, âThere Are More Black Men in Jail Than in Collegeâ
âThe Overrepresentation of Black Men in Prison Continues to Be a Problem
âStarting a New Agenda to Increase College Persistence and Reduce Incarceration for Black Males
âConclusion, Context, Dissection and the Surge of White Women in Prison
Chapter 4: Black Students Donât Read
âIntroduction
âFailing Black Students
âSeparating Tests from Test Takers
âLearning How to Read
âMaking a Difference
âWhy Public Schools Are Confused â An Afterthought
Chapter 5: Black Students Are Dropping Out
âIntroduction
âRelated Findings
Chapter 6: Single Parents Canât Raise Black Children: What if the Single Parent Was White?
âIntroduction
âDo Black Children from Two-Parent Homes Perform Better in School?
âSingle Parents and Incarceration â Response to a Message
Chapter 7: Smart Black Students Are Acting White
âIntroduction
âWhat Black Students Think about Being Smart
âWhat Black Students Think about College
âWhat Black Students Need to Be Successful in School
âConclusion
Chapter 8: Black Male Teachers Are Missing
âIntroduction
âBlack Male Teachers â Separating Facts from Myths
âWhy Are Black Male Teachers Important?
âWhen Teachers of Color Are Missing, Check Racism First
Chapter 9: Waiting for Super-Predator
âIntroduction
âLaw and Disorder in Schools for Black Children
âWhy We See Young Black and White Criminals Differently
âWhen Schools Became Prisons
âThe Existential Crisis of School Resource Officers
âCreating More Opportunities for Black Students
âThe Inner City â An Afterthought
Chapter 10: Why We Believe
âWhy We Believe â An Afterthought
Chapter 11: Believing in Black Parents
âIntroduction
âWhat Schools Need from Black Parents?
âWhat Do Black Parents Need from Schools?
âBuilding Partnerships between Black Parents and Schools
âBlack Marriage â An Afterthought
Chapter 12: Believing Black Students Are College Bound
âIntroduction
âDebunking the BS about Black College Students
âWhy We Believe Black Students Are College Bound
Chapter 13: Believing in Black History
âWho Are Black Americans?
âDear Racism, I am Not My Grandparents
âHow to Teach about Slavery without Looking like a Jerk
âWhen Black History Is a Current Affair
Chapter 14: Believing in Black Students with Disabilities
âHow Black Students with Disabilities End up in Honors Classes? 132 âHow Black Students without Disabilities End up in Special Education?
âWhat Does This All Mean?
âI Donât Get it ⦠â An Afterthought
Chapter 15: Believing in Fair Discipline for Black Students
âIntroduction
âDiscipline Data Civil Rights Data Collection
âAnalysis of Who Gets Suspended
âWhy Black Students Get Suspended More
âHow Can We Reduce Suspentions?
Chapter 16: Believing White Teachers Can Teach Black Students
âIntroduction
âEducation in Black and White
âWho Makes up the U.S. Teaching Population?
âSo, What if Most Teachers Are White?
âWhite Teachers Need to Become Better White People
âBeyond Black and White
âThe Problem with School â An Afterthought
Chapter 17: Believing in Black Colleges
âIntroduction
âDebunking the BS about Black Colleges
âHBCUs and STEM
âLinkage to Theory and Research
âBelieving in HBCUs
â65 Years after Brown v. Board of Education: How Important Is Integration? â An Afterthought
âBeing an HBCU Scholar
Chapter 18: Believing in Black Students
About the Author
Part 1: No BS (Bad Stats)
Chapter 1: No BS (Bad Stats)
âNumbers Are People: The Achievement Gap as a Social Construct
âA Duboisian Framework for Educational Equity
âDiscovering the Talented Tenth
Chapter 2: The Happy Bell Curve
âStory of My Life
âBS Funny Numbers
âThe Happy Bell Curve
âWhy Not Trust Objective Research on Black People?
Chapter 3: More Black Men in Prison Than College
âIntroduction
âThe Dubious Basis for the Line, âThere Are More Black Men in Jail Than in Collegeâ
âThe Overrepresentation of Black Men in Prison Continues to Be a Problem
âStarting a New Agenda to Increase College Persistence and Reduce Incarceration for Black Males
âConclusion, Context, Dissection and the Surge of White Women in Prison
Chapter 4: Black Students Donât Read
âIntroduction
âFailing Black Students
âSeparating Tests from Test Takers
âLearning How to Read
âMaking a Difference
âWhy Public Schools Are Confused â An Afterthought
Chapter 5: Black Students Are Dropping Out
âIntroduction
âRelated Findings
Chapter 6: Single Parents Canât Raise Black Children: What if the Single Parent Was White?
âIntroduction
âDo Black Children from Two-Parent Homes Perform Better in School?
âSingle Parents and Incarceration â Response to a Message
Chapter 7: Smart Black Students Are Acting White
âIntroduction
âWhat Black Students Think about Being Smart
âWhat Black Students Think about College
âWhat Black Students Need to Be Successful in School
âConclusion
Chapter 8: Black Male Teachers Are Missing
âIntroduction
âBlack Male Teachers â Separating Facts from Myths
âWhy Are Black Male Teachers Important?
âWhen Teachers of Color Are Missing, Check Racism First
Chapter 9: Waiting for Super-Predator
âIntroduction
âLaw and Disorder in Schools for Black Children
âWhy We See Young Black and White Criminals Differently
âWhen Schools Became Prisons
âThe Existential Crisis of School Resource Officers
âCreating More Opportunities for Black Students
âThe Inner City â An Afterthought
Part 2: Why We Believe
Chapter 10: Why We Believe
âWhy We Believe â An Afterthought
Chapter 11: Believing in Black Parents
âIntroduction
âWhat Schools Need from Black Parents?
âWhat Do Black Parents Need from Schools?
âBuilding Partnerships between Black Parents and Schools
âBlack Marriage â An Afterthought
Chapter 12: Believing Black Students Are College Bound
âIntroduction
âDebunking the BS about Black College Students
âWhy We Believe Black Students Are College Bound
Chapter 13: Believing in Black History
âWho Are Black Americans?
âDear Racism, I am Not My Grandparents
âHow to Teach about Slavery without Looking like a Jerk
âWhen Black History Is a Current Affair
Chapter 14: Believing in Black Students with Disabilities
âHow Black Students with Disabilities End up in Honors Classes? 132 âHow Black Students without Disabilities End up in Special Education?
âWhat Does This All Mean?
âI Donât Get it ⦠â An Afterthought
Chapter 15: Believing in Fair Discipline for Black Students
âIntroduction
âDiscipline Data Civil Rights Data Collection
âAnalysis of Who Gets Suspended
âWhy Black Students Get Suspended More
âHow Can We Reduce Suspentions?
Chapter 16: Believing White Teachers Can Teach Black Students
âIntroduction
âEducation in Black and White
âWho Makes up the U.S. Teaching Population?
âSo, What if Most Teachers Are White?
âWhite Teachers Need to Become Better White People
âBeyond Black and White
âThe Problem with School â An Afterthought
Chapter 17: Believing in Black Colleges
âIntroduction
âDebunking the BS about Black Colleges
âHBCUs and STEM
âLinkage to Theory and Research
âBelieving in HBCUs
â65 Years after Brown v. Board of Education: How Important Is Integration? â An Afterthought
âBeing an HBCU Scholar
Chapter 18: Believing in Black Students
About the Author
For people who wonder if any of the bad things they hear about Black people are true, and everyone interested in using the data-driven and compassionate strategies to improve educational outcomes for Black students.