The education reporters of the article cite complaints by students who charge that white teachers give up on them, do not take them seriously as students, and that they detect a difference in the attitude of the teacher towards them that they do not note in the teacher's approach or perception of white students. First, if we finding students making those complaints about teachers, there should be some immediate and serious evaluation of the teacher, and perhaps even training for social sensitivity that such a teacher might be lacking.

In conclusion, it is evidenced by a review of the information in table 4.3, it quickly becomes clear that there is a move afoot to - according to the table - to cause social welfare agencies and the government to be more proactive in addressing the needs of minority students. This may be a good idea, and certainly a necessary move if inability to learn is indicative of a other underlying issues that are adversely impacting a student's ability to academically thrive in a racially integrated setting.

Social welfare and government intervention is not going to change a student's motivation and ability to learn if the student is not receiving the support of his or her parents and family, beginning at an early age. It is more likely that students charges that there is a difference in an instructor's attitude...

These are the problems that must be examined, and the problems that the creation of an Africancentric and racially separate school will not resolve.
The table 4.3 indicates less effort in looking into early childhood learning support systems, and more emphasis on placing blame on the culturally preferable integrated learning environment. There is no race behind math and the sciences; there is, clearly, racial factors associated with courses in history, reading and other areas of social study and interaction in a public school setting. To that extent, those courses should be racially diverse, integrated in material appearance and content - which is widely the case with materials that we see in schools today.

The Ontario school system will have to either be more succinct and specific in talking about what it is that prevents a black student thriving in an integrated setting; or begin to look to the real issues behind their students inability to learn, because we just cannot accept that a racially integrated environment is the reason for young black students failing to academically thrive.