George Sarant

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HEY, TEACHER, ALL THOSE KIDS ARE SMART!

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There was a considerable amount of feedback on a piece I wrote previously about gifted students in city schools. One in particular alerted me to the fact that there is a kind of mirror opposite happening in some of the suburbs, but curiously producing the same kind of leveling results. In this case the number gifted, accelerated, honors, etc. classes are increasing, not being phased out. This might lead some to conclude that the kids have somehow gotten a lot brighter, but in reality it is more a matter of parents demanding their kids be placed in the accelerated classes, thereby diminishing their effectiveness, and thus diluted they in effect become the new “ordinary” class. As one teacher wrote me: 

 

Years ago, the accelerated classes were reserved for the upper 5% (give or take) of students who earned grades from 95%-100% during seventh grade in their Math and Science courses. In addition to their classroom grades, students were required to earn high marks on a placement tests to discover the truly gifted from those who were simply good students. In other words, if a student had a 95% average and scored high on the placement tests, they’d skip the general science and math courses and they’d start taking High School Regents classes ahead of time in the Middle School.  Today, since the placement tests are considered “biased”, parents can just call and ask to have their kids placed in accelerated classes. As a result, instead of one or two sections of accelerated courses in eighth grade, we now have four in Science and three in Math. This makes good publicity for the School Board, but with so many kids in accelerated classes (that don’t belong), the teachers are no longer challenging the highest 5%. Instead they’re spending most of their time trying to get kids to pass a Regents course, where their previous caseload was smart enough to pass the Regents from day one. In prior years it was assumed that the kids would inevitably pass the Regents, so more time was devoted to truly advanced lab and activities that would challenge the genuinely gifted. 

A a result, since all of the “good” students are now in accelerated courses, those who remain in the General Science classes tend to be our lower functioning kids who are now paired with Special Education students who have to take class in a general education setting as opposed to the old self-contained settings.

So here again the gifted students do not get the kind of education they should, being combined with what are essentially ordinary students, who have not suddenly become equally bright. While this gives bragging rights about all their “honor” students to parents and school officials, as the teacher further states, “Accelerated classes in 2014 are more like the “typical” classes of 15 or 20 years ago. The “typical” classes of 2014 would have been a Special Ed class in 1985.” Thus this kind of system also results in the general dumbing down  of the curriculum as in the city schools, only here the pretense is that most of the students are exceptionally bright, at least statistically, which is all that seems to matter these days. But in truth the end result is that there is essentially nothing for the truly gifted, with all the negative consequences  described previously. 

It is also unfair to the teachers to the extent that those with the “ordinary” students are evaluated the same way as those with the “bright” students, even though they cannot possibly get comparable results. Teachers have to do a lot more than produce statistics and it should definitely not be the only way to determine their effectiveness. To the extent this arises from federal mandates they are simply making things worse. I learned from another, unrelated context, that when you have to produce numbers you wind up not doing what you really were supposed to be doing substantively in the first place. There may be a “statistical” success, but little true progress. 

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Written by georgesarant

February 7, 2014 at 7:42 PM

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