Why, it doesn’t even remind you what the Serbs “did” — or explain the poor performance of Turkish/Pakistani/Arab students as a product of their Bosnian and Albanian religious brethren having been abused by Serbs. Instead, Serbs and Croats are counted as a civilized example without any baggage at all:

Research on Muslims in Danish schools: Extremely low intellectual skills, undisciplined, disrespectful, unambitious parents (JihadWatch.org, posted by Nicolai Sennels, July 6)

I am currently working as a school psychologist, and below I will try to decipher the latest school report on immigrant students in Denmark. In Denmark, we use “bilingual” as a word for immigrant student — and according to the report, by far most of these students are Turks, Pakistanis, Arabs and Serbs/Croatians. While Serbs and Croatians perform normally, the Muslim students perform very poorly.

The 2005 PISA Ethnic report (page 5) showed that 64 percent of students with an Arab background in Denmark are “functionally illiterate” — meaning that their reading and writing capabilities are so poor that they will not be able to complete even a simple education…

The report shows that immigrant students are on average two years behind their Danish classmates. Excerpts from PISA Ethnic 2009:

Close to half of all immigrant students are not able to complete even a simple education. The same goes for one third of their descendents (2nd generation immigrants, born and raised in Denmark):

“PISA operates with a threshold that shows the percentage of students who have the functional reading competence making them able to complete a secondary education. In PISA 2009, 13% of students without an immigrant background are below this limit, while among immigrants, 43 percent and 32 percent for second generation immigrants (descendents from immigrants) are below the threshold.”

“In Denmark, pupils without an immigrant background who attend schools with 40 percent or more bilinguals have significantly lower scores in the PISA reading test compared to students without a migration background attending schools with fewer than 10% bilingual.”

In schools with many immigrants, the students feel that the teachers are less caring and fair (are teachers at these specific schools less friendly — racism? — or are immigrant students more prone to complain and exhibit a victim mentality?):

“Fewer students in schools with 40% or more bilingual students respond affirmatively that they get along well with most of their teachers, that their teachers are interested in their wellbeing, and that teachers treat them fairly, compared with students at other schools.”

“78% of pupils in schools with between 40 and 60% bilingual pupils in Denmark have a principal who experiences problems with pupils who destroy the learning atmosphere at the school. Students’ disrespect for teachers also seems to constitute an impediment to learning in schools with between 40 and 60% immigrants.”

Immigrant students’ ability to reflect has become even worse (lack of reflection leads to victim mentality and a black-and-white, good-and-bad perception of the world):

“The ability (of immigrant students) to reflect has diminished by eight points.”

And yet we keep hearing that it’s Serbs who have a problem with self-reflection. Rather than their “victims” who, incidentally, have a black-and-white, good-and-bad perception of the world. Which are an indicator of an inability…to…reflect. Hmm.