Can I cry?
...
DD was given the "deeper" project. Well, turns out deeper = way more work. About 3 times the amount of work.
...
I see this issue come up all the time on this forum. It's maddening.
Yes, this sounds like "differentiated task demands", and is listed in this
roundup of buzzwords. What gifted kids generally need and benefit from is
differentiation in curriculum placement and pacing, not
differentiation in task demands.
Differentiated task demands can be a strategy used by schools to generate the same grades for students of various different levels of demonstrated abilities. The goal would be creating the appearance of closing the achievement gap or closing the excellence gap, by having a
permanent record of grades which document
equal outcomes for all students. There is a roundup of several of these strategies
here.
The introduction of Common Core and its attendant data collection enable the government to grant funding to schools which show
equal outcomes, and withhold funding from schools which do not show
equal outcomes. Additionally, the data collection pinpoints which teachers are assigning grades which document
equal outcomes (and who can therefore remain employed) and those teachers who are not assigning grades which indicate
equal outcomes (and who will therefore not remain employed). Identification of teacher is specified as data category #7 on this
list by the US Department of Education.
One party's
platform specifically states
"...
we see wide disparities in educational outcomes... " and "
cradle to college pipeline"
while another party's
platform states
"
Parents are a child’s first and foremost educators, and have primary responsibility for the education of their children. Parents have a right to direct their children’s education, care, and upbringing. We support a constitutional amendment to protect that right from interference by states, the federal government, or international bodies such as the United Nations. We reject a one-size-fits-all approach to education and support a broad range of choices for parents and children at the state and local level. We likewise repeat our long-standing opposition to the imposition of national standards and assessments, encourage the parents and educators who are implementing alternatives to Common Core, and congratulate the states which have successfully repealed it. Their education reform movement calls for choice-based, parent-driven accountability at every stage of schooling. It affirms higher expectations for all students and rejects the crippling bigotry of low expectations. It recognizes the wisdom of local control of our schools and it wisely sees consumer rights in education — choice — as the most important driving force for renewing education. It rejects excessive testing and “teaching to the test” and supports the need for strong assessments to serve as a tool so teachers can tailor teaching to meet student needs."
Both platforms exist on the internet archive (
Way Back Machine):
-
Dem, 55 pages.
-
Rep, 66 pages.
While I would not suggest how one should vote, parents may want to be aware that the form of the US public educational system is determined by the philosophy in either platform.
This specifically pertains to gifted education.