The result is a well-intended but misguided crusade to solve via administrative fiat the United States� long-standing achievement gap: the dramatic differences in test scores between white and minority students and between middle-class and poor youngsters. The message to schools was unmistakable: Get more poor and minority children into your advanced courses or risk legal action by Uncle Sam.
Then, in September, the president offered states and school districts flexibility around onerous provisions of the No Child Left Behind Act � linked to certain conditions. Among these: States must explain how they are going to move more students into �challenging� courses. The effect will be yet another push to dilute high-level classes.
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We have seen this in our district - with a twist. As part of one of the largest school districts in the US, our high schools have a huge disparity of both dropout rates and students continuing on to college. For example, our high school has a graduation rate of around 97% and over 80% continuing on for higher education. 25% of last year's senior class graduated with over a 4.0. In contrast, another high school in the district battles dropout rates approaching 70% with paltry number of graduating seniors continuing on for higher education.
In an attempt to equal the playing field, the superintendent proposed that our mid and high school not be allowed to offer advanced academic courses that were not also available to students at other high schools in the district. After a vociferous outcry, the proposal was tabled - but not dropped.
While steps need to be taken to address the socioeconomic and social challenges that are affecting a disparity in education options for students, dumbing down all students is not the answer, either.
