Anonymous wrote:The 1st percentile “truly gifted” kids should accelerate and specialize if they choose to. But IMO the 2-10th percentile “really smart” kids are better served by having a lot of unstructured time to explore different subject matters, read, and play outdoors rather than being pushed to do RSM/AoPS/Kumon.
Anonymous wrote:Factually, NOVA has lower intelligence than neighboring states and that’s been a downward trend for years. So, yes OP, Virginia is getting dumber.
Anonymous wrote:What's prompting the premise of the question?
Anonymous wrote:Anonymous wrote:What's prompting the premise of the question?
Covid hurt a lot of students academically so may be we are seeing fewer students capable of high level work. The real estate has skyrocketed too so may be more families are moving elsewhere.
Anonymous wrote:Anonymous wrote:What's prompting the premise of the question?
Covid hurt a lot of students academically so may be we are seeing fewer students capable of high level work. The real estate has skyrocketed too so may be more families are moving elsewhere.
Anonymous wrote:Anonymous wrote:Our entire educational system has been dumbing things down over the past few decades. Lucy Calkins, an overreaction against homework (sure, extra work for it's own sake is not the same as rigor, but you can't have rigor without practice), and other pedagogical errors are showing their impacts at older grades.
In addition there are simply more kids with IEPs, 504s, behavioral issues, who are ESOL, and the like. This isn't a bad thing in and of itself, but all of it takes time from teachers that could otherwise be used on educating.
But overall - think back 70 years. No one, and I do mean no one, was taking Calculus in your average public high school. In FCPS it's quite normal for many kids to take college level calculus. For decades our bar for what advanced looks like has gone up. Maybe it was always just due for a little regression?
Generally agree, though we are headed for far more than a "little regression."
Also, NYC and Seattle public schools' decisions to entirely eliminate their gifted and talented (accelerated) programs are not a coincidence. California previously imposed a ban on any public school student taking Algebra prior to 9th grade in a similar vein. All of these initiatives (along with those here in FCPS) were done in the name of racial equity.
The desperation to close the racial achievement gap is so great that educators are willing to "close the gap from the top down" by taking away advancement and acceleration opportunities from the brightest learners. It works: if you intentionally make the top-scoring students dumber, by slowing / diminishing their learning opportunities, the gap between lowest scoring students and the top students, decreases.
But its a horrible thing to do to our most capable students (most of whom are racial minorities themselves).
Anonymous wrote:Our entire educational system has been dumbing things down over the past few decades. Lucy Calkins, an overreaction against homework (sure, extra work for it's own sake is not the same as rigor, but you can't have rigor without practice), and other pedagogical errors are showing their impacts at older grades.
In addition there are simply more kids with IEPs, 504s, behavioral issues, who are ESOL, and the like. This isn't a bad thing in and of itself, but all of it takes time from teachers that could otherwise be used on educating.
But overall - think back 70 years. No one, and I do mean no one, was taking Calculus in your average public high school. In FCPS it's quite normal for many kids to take college level calculus. For decades our bar for what advanced looks like has gone up. Maybe it was always just due for a little regression?
Anonymous wrote:What's prompting the premise of the question?