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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Poor kids deserve an opportunity to develop to their full potential just like more privileged kids, but that’s difficult to do when stuck in a classroom that moves at a snail’s pace.  If a bright student has never been exposed to more advanced material, he/she will score lower on achievement tests like the CogAT than similar students from wealthier schools.

Fairfax should implement school-based norms (i.e. top 10% at each school is in-pool) as recommended in the report and develop a local level IV program at every ES, which would address this issue.  And yes, parent referrals should be eliminated.[/quote]

Stupid idea. This is what they did in Texas for equality. I taught at UT Austin and have never had such disparate student abilities in any other school. Literal geniuses on one end of the class and on the other end a poor hispanic kid that honestly shouldn't be in college at all and can barely write a sentence.[/quote]

To clarify, I don't mean for AAP, I mean top 10% of every high school is admitted to college. Sorry but some high schools should have 0% admitted.[/quote]

No one here is discussing college but how to improve AAP.

If Elementary Schools have their own Level IV program and the top 10% of the kids at the school are in pool consideration it will benefit those kids greatly. Instead of being dispersed across the 3-5 classrooms, there would be a cohort of kids who are capable of working on more advanced material then they were seeing in the Gen Ed classroom. Those kids would hopefully be able to close the gap with the kids from UMC families at other schools. That could help more URM successfully apply and attend TJ or participate in AP/IB classes when they get to high school.

More robust Level III programs that meet weekly and Advanced Math that starts in third grade at all schools would reduce some of the pressure to get every child who is strong in Language Arts or Math, but grade level in the other area, to be enrolled in AAP because parents know that their child will be able to shore up their weaker area and still have access to advanced material in the child's stronger area.

The reality is that there is a need for special services for kids who are struggling, through resource support or separate classes, and for kids who are more advanced in their learning. Both ends of the bell curve need to have their needs met. The unfortunate truth is that there are always going to be kids who are in that gray area on the curve and how do we help those kids. Most kids are going to be fine in a Gen Ed classroom IF the appropriate services are available for the kids on the tails of the curve because Teachers can focus on differentiation that doesn't include the kids who are falling behind or are ahead. [/quote]

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