Reply to Correlation of SES status, race, and FARMS with test scores and disruptiveness?

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Reply to "Correlation of SES status, race, and FARMS with test scores and disruptiveness?"

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[quote=Anonymous][quote=Anonymous]
Why not tracking with frequent re-assessments and regrouping as needed? [/quote]

Because studies indicate that when kids are pegged as high achievers or low achievers, that influences how others deal with those children. So if you have a child who is not an early reader, that child may never be identified as an advanced reader, even if the child is reading at an 8th grade level when they're in 3rd grade.

My child was identified as gifted in K which was part of the reason her LDs were discovered late. Any issues seen in her school work were dismissed as a bright child being bored, or careless. I doubt the school would have identified the issues, because the child had already been pegged. Even though there were assessments that indicated there might be a problem, they were dismissed. Just as follow on assessments that indicate "advanced" for a child pegged as "average" or "below" are often ignored as flukes.

I don't know what the correct way to manage this is. I agree that differentiating within a classroom can mean children don't get what they need. Streaming kids also has issues. I think any system that tries to manage "generic child" is doomed to mediocrity.[/quote]

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