When I was in middle school here in Georgia, they did something kind of smart. They broke us all into classes based on our grades. All the “A” students were in one group, “B” students in another, and so on.
The result was that those who excelled could excel and those who needed special help weren’t holding anyone else back.
Apparently, someone thought that was horribly unfair and the schools stopped doing it, which is a big problem.
You see, while the term “equity” wasn’t really a thing when this happened, it was the same mentality. If everyone couldn’t succeed academically, it seems, no one should.
It sounds stupid, but it’s the crab bucket mentality. The crabs pull down all the other crabs lest someone else escape.
Frankly, I could deal with it if I knew that was the end of it, but the practice continues to go on. Take this example from Massachusetts:
“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”
The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
WEAC: $1.57 million for Four Wisconsin Senators
Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?