Expectations and Math Aptitude

David Drew (Commentary, Aug. 20) derides the notion that racial groups have unequal aptitudes for math. In China, students aren’t burdened by notions of aptitude and everyone is expected to learn math equally. However, in China there are no racial groups and the expectations are reasonable. Drew cites studies in which minority students get special instruction and then do as well as whites and Asians (who don’t get the special instruction) as evidence of equal aptitude, which it is not.

In multiracial America, the huge lie that groups can’t differ in aptitude, for math or any other area, fuels mutual anger and cynicism. It causes groups with persistent low achievement to make accusations of conspiracy and discrimination. These accusations are seen by the majority as a cynical ruse to get preferential treatment. Both sides are becoming angrier and more alienated.

But groups overlap in terms of aptitude, and a bright individual of any low-achieving group can do better than the average white or Asian in math or any area. Group differences won’t disappear by wishful thinking, but are never evidence for what a given individual can do.

JOHN LAMONT

Chatsworth

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* I’d like to expand on the fact that additional hours of study produce results. Wouldn’t it be wonderful if the time that students spend in school could be increased? There is little quite as beneficial as supervised study--whether the supervision is done by teachers, parents or peers.

Need we mention the additional benefit of longer school hours: that of keeping young people off the streets or out of adult-less homes? There is nothing to prevent longer school hours from affording the opportunity for additional sports programs. Let’s consider this good way to spend our dollars.

JEANETTE BELLO

Los Angeles