Thank you for sharing another compelling article, Bostonian.
If I understand correctly, there are groups both in favor of lottery-based admissions, and opposed to the lottery.
Some want admissions to be based on merit, others on demographic quotas.
After reading the article, I was curious for more information, and clicked through the list of links to related articles.
This one on educational equity especially caught my eye:
Look Who’s Talking About Educational Equityby Lyell Asher
August 12, 2020
Quillette
Who's talking about educational equity?
College Presidents.
This is some of what is being said...
However well intentioned, these programs will likely increase inequities rather than reduce them, and push the nation’s colleges still closer to the low level of its public schools. The reason? As I have explained before, most of the college administrators who work in offices promoting “Diversity and Inclusion” and “Equity and Social Justice” and the like have been credentialed by the same dysfunctional institutions that have monopolized the training and licensure of K-12 (kindergarten through 12th grade) teachers, principals, and superintendents for 50 years—education schools.
A century ago, Harvard president Lawrence Lowell described the university’s education school as “a kitten that ought to be drowned,” and in the decades since, successive studies have reached the same conclusion: Most of our training schools for K-12 teachers lack rigorous standards for admission, graduation, and research—but they’re filled to the brim with ideology.
Worse still are ed school programs in leadership, from which most student-facing college administrators now take their degrees. As early as 1987, when the focus of these programs was almost entirely on K-12 administrators, the National Commission on Excellence in Educational Administration recommended closing more than 300 of the nation’s 500 educational-leadership programs due to lackluster academic standards and professional irrelevance. Because these programs raked in tuition dollars, however, that advice was ignored.
The roots of today's critical race theory (CRT) and approach to achieving equity were documented by
Manning Johnson in 1958.
In Chapter 7, pages 47-50 are focused on education. A brief snippet follows.
Experience shows that a student's success is determined by how much attention, time and effort he is willing to put into his studies.
In New York, for example, many Negro Junior High and High School graduates are outrageously poor in spelling, writing, reading and mathematics. Yet they attended integrated schools.
Even the report of the Public Education Association in 1955 admitted that Southern Negro children are on a level two grades higher than those in New York City schools.
What is also important to remember is that the late Dr. George W. Carver, the outstanding Negro scientist, was born of slave parentage. He did not learn to read and write until he was twenty. He worked his way through school to become one of the world's greatest scientists. He didn't have the opportunities of young Negroes today.
His whistle-blowing
book can be accessed and read online.
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UPDATE: As of March 2022, Manning Johnson's website is no longer active, however it has been archived many times over the years.
1) Read his book online, FREE:
https://web.archive.org/web/20220205041255/http://manningjohnson.org/book/CCCS_Contents.html
Reprints of his book are also widely available.
2) Listen to his farewell address posted online:
https://web.archive.org/web/20220206095915/http://manningjohnson.org/speech/Manning_Johnson--Farewell_Address-32k.mp3 (36:18)
3) Follow along with transcript of Manning Johnson's "Farewell Address"
https://web.archive.org/web/20210731144351/http://www.manningjohnson.org/speech/transcript.html
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