Suppose a patient presents with abdominal pains, and the physician diagnoses it as caused by the patient's ingrown toenails. If that isn't the cause, the physician can spend all the resources he wants treating the patient's ingrown toenails and not remedy the patient's abdominal pains.

The decency of accurate diagnosis should be given to analyzing the problems of a large segment of the black community. Very often, major problems are erroneously seen as being caused by racial discrimination. No one argues that racial discrimination does not exist or does not have effects. The question that's relevant to policy, as well as resource allocation, is: How much of what we see is caused by discrimination?

Let's apply this question to the tragic state of black education. According to the National Assessment of Educational Progress, sometimes called the nation's report card, the average black 12th-grader has the academic achievement level of the average white seventh- or eighth-grader. In some cities, there's even a larger achievement gap. If, as some people assert, this is the result of racially discriminatory education funding, then demonstrations, legal suits and other measures might be taken to promote funding equity. Also, resources could be spent to politically organize and elect black people as mayors, city councilors and school superintendents.