Some parents say the Madison School District’s spending cuts, combined with its attempts to close the achievement gap, have reduced opportunities for higher-achieving students.
Jeff Henriques, a parent of two high-achieving students, said one of the potential consequences he sees is “bright flight” – families pulling students with higher abilities out of the district and going elsewhere because their needs aren’t being met.
One of the larger examples of this conflict is surfacing in the district’s move toward creating “heterogeneous” classes that include students of all achievement levels, eliminating classes that group students of similar achievement levels together.
Advocates of heterogeneous classes say students achieving at lower levels benefit from being in classes with their higher-achieving peers. But some parents of higher-achieving students are concerned their children won’t be fully challenged in such classes – at a time when the amount of resources going to talented and gifted, or TAG, programs is also diminishing.
Check out Part I and Part II of Cullen’s series.
Watch Professor Gamoran’s presentation, along with others related to the homogeneous / heterogeneous grouping debate here. Links and commentary and discussion on West’s English 10. Jason Shepherd took a look at these issues in his “Fate of the Schools” article.