> Within the wider historical scope

In what situations would you attribute effects to concrete, near-term causes instead or abstract, historical ones? In particular, why do you attribute academic success in some areas to historical racism instead of (presumably) modern poverty? In other words, given a cohort of poor kids and not poor kids, which outcomes of each group would you assign to historical racism and why? In particular, would you expect different groups to perform better or worse after controlling for things other than race and experiences of racism?

I'll assume you misread the thread. You're arguing that teaching calculus in public school is a form of eugenics.

If that's actually what you're arguing, I'd love to hear more (if only for entertainment value).