Evanston - an inadvertent experiment in racial math

Hat tip for this to @DanProft on Twitter:

AP Calculus at Evanston Township H.S.

"...the course is restricted to students who identify as Black, all genders."

"...the course is restricted to students who identify as Latinx, all genders."

Neo-segregation is the absurdity of identitarianism taken to its logical end. pic.twitter.com/Jo8I9yzZCa

— Dan Proft (@DanProft) April 30, 2023

Note: I'll be giving references throughout these blog posts, but I have high confidence that they will soon be wiped out, so I'm preserving as much relevant text as possible.

Evanston Township high school in Illinois (1600 Dodge Avenue, Evanston, Illinois, 60201), is in the suburbs of Chicago, about 7 miles north of Chicago city center. It has just achieved notoriety by racially segregating its math classes. For background, Evanston's population demographics are 16.1% Black, 11% Hispanic or Latino - not far off the USA average.

In case you think I'm indulging in hyperbole, here is the curriculum:

• AP Calculus AB - MA0515: Students will study the equivalent of one semester of college calculus... This code for the course is restricted to students who identify as Black, all genders
• AP Calculus AB - MA0555: Students will study the equivalent of one semester of college calculus... [No racial restriction]
• AP Calculus AB - MA0565: Students will study the equivalent of one semester of college calculus... This code for the course is restricted to students who identify as Latinx, all genders.

The same pattern is repeated for the Pre-Calculus course, which is a precursor to AP Calculus, and in the case of Latinx for 2 Algebra, which is the precursor for Pre-Calculus.

Note: I looked at the Science courses, and they did not have any kind of racial restriction.

Some background: the "AP" classes are usually taken at ages 16-18, though can theoretically be taken any time in the four years of high school. They are 1 year long, have a well-defined national curriculum, and culminate in an exam which is marked completely separately from the coursework and other scoring for the class; so, for a 1 year AP course you get a regular grade (0.0 to 4.0, approximately, higher being better) and also the final exam grade (integers 1 to 5, 5 being best). You could in theory get a 1.0 in class (terrible) and 5 in final exam (amazing) - or 4.0 in class (great!) and 1 in final exam (did you even spell your name correctly?). They are notorious, especially in mathematics topics, for needing coaching to do well.

In UK terms, AP Calculus AB is something around A-level Mathematics. The separate course AP Calculus BC - which is offered here but not racially segregated is more like A-level Further Mathematics, and only for hard-core nerds.

The obvious question: why is the school doing this, and what are the implications?

A tempting answer is: "to cheat!" Why else would you split out by race? You give the Latinx and Black students a teacher who marks easy, say about +1.0 on the curve, and the rest of the students a teacher who marks hard, say -0.5 on the curve. That way, a Latinx student who is actually 1 whole grade point behind a white/Asian student, would show up in final results as 0.5 points ahead, and therefore tempting material for a college recruitment.

Problem! The AP final exam is hard to cheat on. All students in the school should be taking it at the same time, under the same conditions, and probably in the same room. It would be very hard - though not impossible - to give the Black/Latinx students an advantage by writing down or correcting answers. If a school took this route, it would show up for any sample size other than tiny, by the white/Asian students having much higher final AP exam scores than their course grades would predict, relevant to Black/Latinx.

What I think might be going on instead: the school assigns the Black/Latinx classes their best teacher in the area, and a time-serving loser for the white/Asian class. This will muddy the waters in the scoring differentials. With a good teacher, Black/Latinx will achieve their maximum potential in both class and final exam, whereas white/Asians will depend heavily on external coaching - or high innate ability - to do well, since the teacher is useless. And, as an explanation for why they're not doing it for AP Calculus BC, they probably only have one teacher who can lead this subject, and in any case lots of external parental help / tuition ends up being important, which Black/Latinx students are less likely to get in any case.

Short version: in my opinion, this school wants to boost Black/Latinx student achievement in mid-level math, at the expense of white/Asian students. If you're one of the latter, consider identifying as Black.

I'm really looking forward to how this experiment works out, and I sincerely hope that legal action doesn't kill this segregation - as it well might - because getting this relative performance data would be fascinating.