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


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, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” 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.

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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!" – 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." – 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, Toldson’s 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." – 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." – 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!" – 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 ‘alternative facts’ 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!" – David Wilson, PhD, President, Morgan State University

Part 1: No BS (Bad Stats)

Chapter 1: No BS (Bad Stats)
 Numbers Are People: The Achievement Gap as a Social Construct
 A Duboisian Framework for Educational Equity
 Discovering the Talented Tenth

Chapter 2: The Happy Bell Curve
 Story of My Life
 BS Funny Numbers
 The Happy Bell Curve
 Why Not Trust Objective Research on Black People?

Chapter 3: More Black Men in Prison Than College
 The Dubious Basis for the Line, “There Are More Black Men in Jail Than in College”
 The Overrepresentation of Black Men in Prison Continues to Be a Problem
 Starting a New Agenda to Increase College Persistence and Reduce Incarceration for Black Males
 Conclusion, Context, Dissection and the Surge of White Women in Prison

Chapter 4: Black Students Don’t Read
 Failing Black Students
 Separating Tests from Test Takers
 Learning How to Read
 Making a Difference
 Why Public Schools Are Confused – An Afterthought

Chapter 5: Black Students Are Dropping Out
 Related Findings

Chapter 6: Single Parents Can’t Raise Black Children: What if the Single Parent Was White?
 Do Black Children from Two-Parent Homes Perform Better in School?
 Single Parents and Incarceration – Response to a Message

Chapter 7: Smart Black Students Are Acting White
 What Black Students Think about Being Smart
 What Black Students Think about College
 What Black Students Need to Be Successful in School

Chapter 8: Black Male Teachers Are Missing
 Black Male Teachers – Separating Facts from Myths
 Why Are Black Male Teachers Important?
 When Teachers of Color Are Missing, Check Racism First

Chapter 9: Waiting for Super-Predator
 Law and Disorder in Schools for Black Children
 Why We See Young Black and White Criminals Differently
 When Schools Became Prisons
 The Existential Crisis of School Resource Officers
 Creating More Opportunities for Black Students
 The Inner City – An Afterthought

Part 2: Why We Believe

Chapter 10: Why We Believe
 Why We Believe – An Afterthought

Chapter 11: Believing in Black Parents
 What Schools Need from Black Parents?
 What Do Black Parents Need from Schools?
 Building Partnerships between Black Parents and Schools
 Black Marriage – An Afterthought

Chapter 12: Believing Black Students Are College Bound
 Debunking the BS about Black College Students
 Why We Believe Black Students Are College Bound

Chapter 13: Believing in Black History
 Who Are Black Americans?
 Dear Racism, I am Not My Grandparents
 How to Teach about Slavery without Looking like a Jerk
 When Black History Is a Current Affair

Chapter 14: Believing in Black Students with Disabilities
 How Black Students with Disabilities End up in Honors Classes? 132  How Black Students without Disabilities End up in Special Education?
 What Does This All Mean?
 I Don’t Get it … – An Afterthought

Chapter 15: Believing in Fair Discipline for Black Students
 Discipline Data Civil Rights Data Collection
 Analysis of Who Gets Suspended
 Why Black Students Get Suspended More
 How Can We Reduce Suspentions?

Chapter 16: Believing White Teachers Can Teach Black Students
 Education in Black and White
 Who Makes up the U.S. Teaching Population?
 So, What if Most Teachers Are White?
 White Teachers Need to Become Better White People
 Beyond Black and White
 The Problem with School – An Afterthought

Chapter 17: Believing in Black Colleges
 Debunking the BS about Black Colleges
 Linkage to Theory and Research
 Believing in HBCUs
 65 Years after Brown v. Board of Education: How Important Is Integration? – An Afterthought
 Being 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.
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