prepping for cogat test .. is it cheating?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Don't hate the players, hate the game.

But that would mean her child is not “gifted”. What a tragedy! Instead her child is gifted, and the others are cheating.

AAP is not a gifted program.
When a child actively prepares for tests, including COGAT, NNAT, SOL, etc. it demonstrates their appreciation for and interest in learning. In this regard, they are likely to adapt well to the AAP program. While it is not a very good program for truly gifted children, it does provide an excellent opportunity for students who are motivated to delve deeper into their studies compared to their peers in general education.

The commonwealth of Virginia requires a gifted program for schools. AAP is the gifted program for FCPS. And it's a good program for my "actually" gifted kid as well as my "only 120s IQ" kid.

Ymnv

AAP is NOT a gifted program, but fcps fulfills the gifted mandate through the aap program.

Truly gifted children aren’t being served.

Fwiw, the design of the center school system is to both provide a curriculum (the implementation varies by school and teacher) and to provide a cohort of a large number of gifted kids as well as some bright kids (which also varies by school and class). The cohort is the most valuable and beneficial part of the program for "truly gifted kids".

That is true, but the highly gifted kids, let’s say 140-145+ are underserved. And that’s what it is. The point is that the way the program is designed as of now, mildly gifted kids belong there. They are there to expand the program.

If aap as it is now disappears, then the highly gifted will have to have an exclusive program to fulfill the mandate. That will sit ill with soooo many people.

What would the AAP as is now be replaced with? A program for 145+ kids, would have about 15 kids per grade over the entire district. It would make absolutely no sense for many reasons: commuting 30+ miles for elementary students, funding, etc. why would the public school system set up an alternate school for a very tiny sliver of students? By lowering the bar, more students get in and there’s more public support for the program.

It would make sense for those profoundly gifted kids. I don’t think there are as few as 15 per grade, but if that number is correct it shows how underserved those kids really are.

But the current approach to aap is that more kids can benefit, and that’s fine. We are sacrificing a very important segment of kids. Often their parents fill the gap, but not for most of those kids, and that’s sad for so many.

There are real and hard consequences for the profoundly gifted. And it’s surprising that we don’t foster and support them adequately, because they’re the ones that will make inventions, find cures, etc.

Kids like this will be fine no matter what we do. Our main focus needs to be on equity and closing the achievement gap. This requires all our resources.

This is why our public school system fails, looking at the lowest common denominator to close the achievement gap so everyone fails… the successful public school systems in the country support their best students so the lower achievers can be pulled up by peer pressure and parental pressure…

I've heard Honors for All is also a great way to pull all kids up to a higher level because it sets higher expectations of everyone.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Don't hate the players, hate the game.

But that would mean her child is not “gifted”. What a tragedy! Instead her child is gifted, and the others are cheating.

AAP is not a gifted program.
When a child actively prepares for tests, including COGAT, NNAT, SOL, etc. it demonstrates their appreciation for and interest in learning. In this regard, they are likely to adapt well to the AAP program. While it is not a very good program for truly gifted children, it does provide an excellent opportunity for students who are motivated to delve deeper into their studies compared to their peers in general education.

The commonwealth of Virginia requires a gifted program for schools. AAP is the gifted program for FCPS. And it's a good program for my "actually" gifted kid as well as my "only 120s IQ" kid.

Ymnv

AAP is NOT a gifted program, but fcps fulfills the gifted mandate through the aap program.

Truly gifted children aren’t being served.

Fwiw, the design of the center school system is to both provide a curriculum (the implementation varies by school and teacher) and to provide a cohort of a large number of gifted kids as well as some bright kids (which also varies by school and class). The cohort is the most valuable and beneficial part of the program for "truly gifted kids".

That is true, but the highly gifted kids, let’s say 140-145+ are underserved. And that’s what it is. The point is that the way the program is designed as of now, mildly gifted kids belong there. They are there to expand the program.

If aap as it is now disappears, then the highly gifted will have to have an exclusive program to fulfill the mandate. That will sit ill with soooo many people.

What would the AAP as is now be replaced with? A program for 145+ kids, would have about 15 kids per grade over the entire district. It would make absolutely no sense for many reasons: commuting 30+ miles for elementary students, funding, etc. why would the public school system set up an alternate school for a very tiny sliver of students? By lowering the bar, more students get in and there’s more public support for the program.

It would make sense for those profoundly gifted kids. I don’t think there are as few as 15 per grade, but if that number is correct it shows how underserved those kids really are.

But the current approach to aap is that more kids can benefit, and that’s fine. We are sacrificing a very important segment of kids. Often their parents fill the gap, but not for most of those kids, and that’s sad for so many.

There are real and hard consequences for the profoundly gifted. And it’s surprising that we don’t foster and support them adequately, because they’re the ones that will make inventions, find cures, etc.

Kids like this will be fine no matter what we do. Our main focus needs to be on equity and closing the achievement gap. This requires all our resources.

Agree, they'll be fine. We need to focus on those who need more support. Not on those whose parents already sink thousands into outside enrichment.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Don't hate the players, hate the game.

But that would mean her child is not “gifted”. What a tragedy! Instead her child is gifted, and the others are cheating.

AAP is not a gifted program.
When a child actively prepares for tests, including COGAT, NNAT, SOL, etc. it demonstrates their appreciation for and interest in learning. In this regard, they are likely to adapt well to the AAP program. While it is not a very good program for truly gifted children, it does provide an excellent opportunity for students who are motivated to delve deeper into their studies compared to their peers in general education.

The commonwealth of Virginia requires a gifted program for schools. AAP is the gifted program for FCPS. And it's a good program for my "actually" gifted kid as well as my "only 120s IQ" kid.

Ymnv

AAP is NOT a gifted program, but fcps fulfills the gifted mandate through the aap program.

Truly gifted children aren’t being served.

Fwiw, the design of the center school system is to both provide a curriculum (the implementation varies by school and teacher) and to provide a cohort of a large number of gifted kids as well as some bright kids (which also varies by school and class). The cohort is the most valuable and beneficial part of the program for "truly gifted kids".

That is true, but the highly gifted kids, let’s say 140-145+ are underserved. And that’s what it is. The point is that the way the program is designed as of now, mildly gifted kids belong there. They are there to expand the program.

If aap as it is now disappears, then the highly gifted will have to have an exclusive program to fulfill the mandate. That will sit ill with soooo many people.

What would the AAP as is now be replaced with? A program for 145+ kids, would have about 15 kids per grade over the entire district. It would make absolutely no sense for many reasons: commuting 30+ miles for elementary students, funding, etc. why would the public school system set up an alternate school for a very tiny sliver of students? By lowering the bar, more students get in and there’s more public support for the program.

It would make sense for those profoundly gifted kids. I don’t think there are as few as 15 per grade, but if that number is correct it shows how underserved those kids really are.

But the current approach to aap is that more kids can benefit, and that’s fine. We are sacrificing a very important segment of kids. Often their parents fill the gap, but not for most of those kids, and that’s sad for so many.

There are real and hard consequences for the profoundly gifted. And it’s surprising that we don’t foster and support them adequately, because they’re the ones that will make inventions, find cures, etc.

Kids like this will be fine no matter what we do. Our main focus needs to be on equity and closing the achievement gap. This requires all our resources.

This is why our public school system fails, looking at the lowest common denominator to close the achievement gap so everyone fails… the successful public school systems in the country support their best students so the lower achievers can be pulled up by peer pressure and parental pressure…

I've heard Honors for All is also a great way to pull all kids up to a higher level because it sets higher expectations of everyone.

Nope, see: any school with low standards which implemented honors for all. Expectations are up to the teachers, parents, and admin. They aren't determined by the name of a class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Don't hate the players, hate the game.

But that would mean her child is not “gifted”. What a tragedy! Instead her child is gifted, and the others are cheating.

AAP is not a gifted program.
When a child actively prepares for tests, including COGAT, NNAT, SOL, etc. it demonstrates their appreciation for and interest in learning. In this regard, they are likely to adapt well to the AAP program. While it is not a very good program for truly gifted children, it does provide an excellent opportunity for students who are motivated to delve deeper into their studies compared to their peers in general education.

The commonwealth of Virginia requires a gifted program for schools. AAP is the gifted program for FCPS. And it's a good program for my "actually" gifted kid as well as my "only 120s IQ" kid.

Ymnv

AAP is NOT a gifted program, but fcps fulfills the gifted mandate through the aap program.

Truly gifted children aren’t being served.

Fwiw, the design of the center school system is to both provide a curriculum (the implementation varies by school and teacher) and to provide a cohort of a large number of gifted kids as well as some bright kids (which also varies by school and class). The cohort is the most valuable and beneficial part of the program for "truly gifted kids".

That is true, but the highly gifted kids, let’s say 140-145+ are underserved. And that’s what it is. The point is that the way the program is designed as of now, mildly gifted kids belong there. They are there to expand the program.

If aap as it is now disappears, then the highly gifted will have to have an exclusive program to fulfill the mandate. That will sit ill with soooo many people.

What would the AAP as is now be replaced with? A program for 145+ kids, would have about 15 kids per grade over the entire district. It would make absolutely no sense for many reasons: commuting 30+ miles for elementary students, funding, etc. why would the public school system set up an alternate school for a very tiny sliver of students? By lowering the bar, more students get in and there’s more public support for the program.

It would make sense for those profoundly gifted kids. I don’t think there are as few as 15 per grade, but if that number is correct it shows how underserved those kids really are.

But the current approach to aap is that more kids can benefit, and that’s fine. We are sacrificing a very important segment of kids. Often their parents fill the gap, but not for most of those kids, and that’s sad for so many.

There are real and hard consequences for the profoundly gifted. And it’s surprising that we don’t foster and support them adequately, because they’re the ones that will make inventions, find cures, etc.

Kids like this will be fine no matter what we do. Our main focus needs to be on equity and closing the achievement gap. This requires all our resources.

Agree, they'll be fine. We need to focus on those who need more support. Not on those whose parents already sink thousands into outside enrichment.

Parents of disabled/delayed kids also spend thousands into outside enrichment. Should they be denied an appropriate education, too?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Don't hate the players, hate the game.

But that would mean her child is not “gifted”. What a tragedy! Instead her child is gifted, and the others are cheating.

AAP is not a gifted program.
When a child actively prepares for tests, including COGAT, NNAT, SOL, etc. it demonstrates their appreciation for and interest in learning. In this regard, they are likely to adapt well to the AAP program. While it is not a very good program for truly gifted children, it does provide an excellent opportunity for students who are motivated to delve deeper into their studies compared to their peers in general education.

The commonwealth of Virginia requires a gifted program for schools. AAP is the gifted program for FCPS. And it's a good program for my "actually" gifted kid as well as my "only 120s IQ" kid.

Ymnv

AAP is NOT a gifted program, but fcps fulfills the gifted mandate through the aap program.

Truly gifted children aren’t being served.

Fwiw, the design of the center school system is to both provide a curriculum (the implementation varies by school and teacher) and to provide a cohort of a large number of gifted kids as well as some bright kids (which also varies by school and class). The cohort is the most valuable and beneficial part of the program for "truly gifted kids".

That is true, but the highly gifted kids, let’s say 140-145+ are underserved. And that’s what it is. The point is that the way the program is designed as of now, mildly gifted kids belong there. They are there to expand the program.

If aap as it is now disappears, then the highly gifted will have to have an exclusive program to fulfill the mandate. That will sit ill with soooo many people.

What would the AAP as is now be replaced with? A program for 145+ kids, would have about 15 kids per grade over the entire district. It would make absolutely no sense for many reasons: commuting 30+ miles for elementary students, funding, etc. why would the public school system set up an alternate school for a very tiny sliver of students? By lowering the bar, more students get in and there’s more public support for the program.

It would make sense for those profoundly gifted kids. I don’t think there are as few as 15 per grade, but if that number is correct it shows how underserved those kids really are.

But the current approach to aap is that more kids can benefit, and that’s fine. We are sacrificing a very important segment of kids. Often their parents fill the gap, but not for most of those kids, and that’s sad for so many.

There are real and hard consequences for the profoundly gifted. And it’s surprising that we don’t foster and support them adequately, because they’re the ones that will make inventions, find cures, etc.

Kids like this will be fine no matter what we do. Our main focus needs to be on equity and closing the achievement gap. This requires all our resources.

All the resources in the world are not going to close the gap because it starts at home. The parents of the kids who are behind do not value education. They don’t care if their kid attends school or does well in school. They are more likely then not uneducated themselves because they were raised by parents who were uneducated. They don’t read to their kids as babies and toddlers.They don’t work on sounds or colors or numbers or letters ot the like. Their kids show up to K behind and there is no support at home to catch up.

We can throw all the resources at these kids and it is not going to make a difference for the vast majority. Schools in low income areas have Social Workers, Case Workers, and government provided resources to reach out to families. Schools send home meals over the weekend. ES schools send home free books for families to read and keep. They offer free summer school to these kids. It has little impact because that K kid who has not been read to by their parent is not going to be able to read that book. And there is a good chance that Mom and Dad cannot read that book.

No one has figured out how to convince the parents of the lower SES families that live in generational poverty to care about school. Head Start helped a bit because it is free day care and food for kids but there is not support at home to maintain the gains that the program sees. Free summer school is available but families don’t send their kids.

So I don’t buy the “throw resources at the problem” as a valid reason for not providing services for kids that are ahead. I think that Title 1 schools should have smaller classes to try and reach the kids that can be reached. I think that ESOL classes should start in K and not MS. I don’t think that we are helping kids who don’t speak English by placing them in a regular classroom in ES. I am fine with continuing to have outreach programs at the schools in the hope that we can reach some parents. I am not fine with dumbing down the curriculum in the name of not widening the gap.

[Anonymous]

Anonymous wrote:

All the resources in the world are not going to close the gap because it starts at home. The parents of the kids who are behind do not value education. They don’t care if their kid attends school or does well in school. They are more likely then not uneducated themselves because they were raised by parents who were uneducated. They don’t read to their kids as babies and toddlers.They don’t work on sounds or colors or numbers or letters ot the like. Their kids show up to K behind and there is no support at home to catch up.

We can throw all the resources at these kids and it is not going to make a difference for the vast majority. Schools in low income areas have Social Workers, Case Workers, and government provided resources to reach out to families. Schools send home meals over the weekend. ES schools send home free books for families to read and keep. They offer free summer school to these kids. It has little impact because that K kid who has not been read to by their parent is not going to be able to read that book. And there is a good chance that Mom and Dad cannot read that book.

No one has figured out how to convince the parents of the lower SES families that live in generational poverty to care about school. Head Start helped a bit because it is free day care and food for kids but there is not support at home to maintain the gains that the program sees. Free summer school is available but families don’t send their kids.

So I don’t buy the “throw resources at the problem” as a valid reason for not providing services for kids that are ahead. I think that Title 1 schools should have smaller classes to try and reach the kids that can be reached. I think that ESOL classes should start in K and not MS. I don’t think that we are helping kids who don’t speak English by placing them in a regular classroom in ES. I am fine with continuing to have outreach programs at the schools in the hope that we can reach some parents. I am not fine with dumbing down the curriculum in the name of not widening the gap.

How do you know this is true? Poverty begets poverty, not because people are lazy or don't value education, but because they can't get beyond living paycheck to paycheck. Parents are working multiple jobs, worrying about rent and food price increases. Bedtime stories and teaching colors too far up on Maslow's Hierarchy of Needs.

Maybe your family climbed out of poverty or you know someone who did. Congratulations to them, they beat the odds. Unfortunately, for many families it is not possible.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

All the resources in the world are not going to close the gap because it starts at home. The parents of the kids who are behind do not value education. They don’t care if their kid attends school or does well in school. They are more likely then not uneducated themselves because they were raised by parents who were uneducated. They don’t read to their kids as babies and toddlers.They don’t work on sounds or colors or numbers or letters ot the like. Their kids show up to K behind and there is no support at home to catch up.

We can throw all the resources at these kids and it is not going to make a difference for the vast majority. Schools in low income areas have Social Workers, Case Workers, and government provided resources to reach out to families. Schools send home meals over the weekend. ES schools send home free books for families to read and keep. They offer free summer school to these kids. It has little impact because that K kid who has not been read to by their parent is not going to be able to read that book. And there is a good chance that Mom and Dad cannot read that book.

No one has figured out how to convince the parents of the lower SES families that live in generational poverty to care about school. Head Start helped a bit because it is free day care and food for kids but there is not support at home to maintain the gains that the program sees. Free summer school is available but families don’t send their kids.

So I don’t buy the “throw resources at the problem” as a valid reason for not providing services for kids that are ahead. I think that Title 1 schools should have smaller classes to try and reach the kids that can be reached. I think that ESOL classes should start in K and not MS. I don’t think that we are helping kids who don’t speak English by placing them in a regular classroom in ES. I am fine with continuing to have outreach programs at the schools in the hope that we can reach some parents. I am not fine with dumbing down the curriculum in the name of not widening the gap.

How do you know this is true? Poverty begets poverty, not because people are lazy or don't value education, but because they can't get beyond living paycheck to paycheck. Parents are working multiple jobs, worrying about rent and food price increases. Bedtime stories and teaching colors too far up on Maslow's Hierarchy of Needs.

Maybe your family climbed out of poverty or you know someone who did. Congratulations to them, they beat the odds. Unfortunately, for many families it is not possible.

We know that because we have spent 50 some years tossing money into the Title 1 schools and poor schools around the country and we have not made a dent in the education gap. What we are doing is not working. It goes back to the home where parents don't make kids attend school. It goes back to kids who don't have parents who can help with homework or projects.

There are a ton of studies done on this issue. It is an issue in rural areas with high concentration of poverty and in the inner city. It is part of the reason that we have 16 year olds who give birth and have kids who are 16 and give birth and the like.

If you want to make a change, you will have to change the home environment and that is not going to happen. There will be a small percentage of kids who are motivated to leave that environment and will take advantage of what the school has to offer but that is a small, small percentage.

[Anonymous]

It should be required since 98% of the kids are prepped for this. Kids who don't do this are at a real disadvantage, and it's not like all prep is equal. Some can afford fantastic prep centers that can train anyone to be a star on these tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

All the resources in the world are not going to close the gap because it starts at home. The parents of the kids who are behind do not value education. They don’t care if their kid attends school or does well in school. They are more likely then not uneducated themselves because they were raised by parents who were uneducated. They don’t read to their kids as babies and toddlers.They don’t work on sounds or colors or numbers or letters ot the like. Their kids show up to K behind and there is no support at home to catch up.

We can throw all the resources at these kids and it is not going to make a difference for the vast majority. Schools in low income areas have Social Workers, Case Workers, and government provided resources to reach out to families. Schools send home meals over the weekend. ES schools send home free books for families to read and keep. They offer free summer school to these kids. It has little impact because that K kid who has not been read to by their parent is not going to be able to read that book. And there is a good chance that Mom and Dad cannot read that book.

No one has figured out how to convince the parents of the lower SES families that live in generational poverty to care about school. Head Start helped a bit because it is free day care and food for kids but there is not support at home to maintain the gains that the program sees. Free summer school is available but families don’t send their kids.

So I don’t buy the “throw resources at the problem” as a valid reason for not providing services for kids that are ahead. I think that Title 1 schools should have smaller classes to try and reach the kids that can be reached. I think that ESOL classes should start in K and not MS. I don’t think that we are helping kids who don’t speak English by placing them in a regular classroom in ES. I am fine with continuing to have outreach programs at the schools in the hope that we can reach some parents. I am not fine with dumbing down the curriculum in the name of not widening the gap.

How do you know this is true? Poverty begets poverty, not because people are lazy or don't value education, but because they can't get beyond living paycheck to paycheck. Parents are working multiple jobs, worrying about rent and food price increases. Bedtime stories and teaching colors too far up on Maslow's Hierarchy of Needs.

Maybe your family climbed out of poverty or you know someone who did. Congratulations to them, they beat the odds. Unfortunately, for many families it is not possible.

We know that because we have spent 50 some years tossing money into the Title 1 schools and poor schools around the country and we have not made a dent in the education gap. What we are doing is not working. It goes back to the home where parents don't make kids attend school. It goes back to kids who don't have parents who can help with homework or projects.

There are a ton of studies done on this issue. It is an issue in rural areas with high concentration of poverty and in the inner city. It is part of the reason that we have 16 year olds who give birth and have kids who are 16 and give birth and the like.

If you want to make a change, you will have to change the home environment and that is not going to happen. There will be a small percentage of kids who are motivated to leave that environment and will take advantage of what the school has to offer but that is a small, small percentage.

Public schools should stay in their lane and focus on education. Larger societal problems like poverty or racism extend beyond this school system and are broader problems for the country.

[Anonymous]

Anonymous wrote:It should be required since 98% of the kids are prepped for this. Kids who don't do this are at a real disadvantage, and it's not like all prep is equal. Some can afford fantastic prep centers that can train anyone to be a star on these tests.

You are making up sh*t! If such centers exist, everyone would just go there.. and they don't.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It should be required since 98% of the kids are prepped for this. Kids who don't do this are at a real disadvantage, and it's not like all prep is equal. Some can afford fantastic prep centers that can train anyone to be a star on these tests.

You are making up sh*t! If such centers exist, everyone would just go there.. and they don't.

I guess you don't get out much.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

All the resources in the world are not going to close the gap because it starts at home. The parents of the kids who are behind do not value education. They don’t care if their kid attends school or does well in school. They are more likely then not uneducated themselves because they were raised by parents who were uneducated. They don’t read to their kids as babies and toddlers.They don’t work on sounds or colors or numbers or letters ot the like. Their kids show up to K behind and there is no support at home to catch up.

We can throw all the resources at these kids and it is not going to make a difference for the vast majority. Schools in low income areas have Social Workers, Case Workers, and government provided resources to reach out to families. Schools send home meals over the weekend. ES schools send home free books for families to read and keep. They offer free summer school to these kids. It has little impact because that K kid who has not been read to by their parent is not going to be able to read that book. And there is a good chance that Mom and Dad cannot read that book.

No one has figured out how to convince the parents of the lower SES families that live in generational poverty to care about school. Head Start helped a bit because it is free day care and food for kids but there is not support at home to maintain the gains that the program sees. Free summer school is available but families don’t send their kids.

So I don’t buy the “throw resources at the problem” as a valid reason for not providing services for kids that are ahead. I think that Title 1 schools should have smaller classes to try and reach the kids that can be reached. I think that ESOL classes should start in K and not MS. I don’t think that we are helping kids who don’t speak English by placing them in a regular classroom in ES. I am fine with continuing to have outreach programs at the schools in the hope that we can reach some parents. I am not fine with dumbing down the curriculum in the name of not widening the gap.

How do you know this is true? Poverty begets poverty, not because people are lazy or don't value education, but because they can't get beyond living paycheck to paycheck. Parents are working multiple jobs, worrying about rent and food price increases. Bedtime stories and teaching colors too far up on Maslow's Hierarchy of Needs.

Maybe your family climbed out of poverty or you know someone who did. Congratulations to them, they beat the odds. Unfortunately, for many families it is not possible.

We know that because we have spent 50 some years tossing money into the Title 1 schools and poor schools around the country and we have not made a dent in the education gap. What we are doing is not working. It goes back to the home where parents don't make kids attend school. It goes back to kids who don't have parents who can help with homework or projects.

There are a ton of studies done on this issue. It is an issue in rural areas with high concentration of poverty and in the inner city. It is part of the reason that we have 16 year olds who give birth and have kids who are 16 and give birth and the like.

If you want to make a change, you will have to change the home environment and that is not going to happen. There will be a small percentage of kids who are motivated to leave that environment and will take advantage of what the school has to offer but that is a small, small percentage.

Public schools should stay in their lane and focus on education. Larger societal problems like poverty or racism extend beyond this school system and are broader problems for the country.

I don’t disagree. I understand wanting to do something about the education gap and the achievement gap but I don’t think it is something that the schools can fix. And I don’t think that Teachers and Administrators are actually want to be focused on the social and larger societal issues but that local government and state government and the federal government all see schools as a bridge to families who do need help.

I think if we want to address the issue then we need to move to a year long school model so that kids are in school more regularly and what they learn has a better chance of sticking. But adjusting the traditional schedule and extending the school day by adding more recess and more time with specials are going to cost money and are things that many parents would balk at. I think it would benefit all kids but would give the kids who are behind more opportunities to catch up if they attend school.