This thread includes a collection of various persons' lived experiences pertaining to achieving equal outcomes in the inclusive classroom.

This new thread provides a level of detail which may be seen by some as veering off-topic if posted in the thread which it has branched off from: Success factors: inclusion model / teacher skills... which had branched off from The Miseducation of America's Elites.

The success factors related to inclusion / integrated education models for gifted students may be largely based on teacher skills for obtaining equal outcomes in the inclusive classroom, by means such as subjective grading practices, for example grading according to the teacher's expectations for each pupil, rather than grading objectively against a uniform standard for all pupils at that grade level.

Originally Posted by aquinas
Weíre also a private school family, though I will encourage DS to focus on Canadian schools for undergrad. His current school is able to provide a more individualized learning program, to an extent that would not be possible in public alternatives available to us. Itís truly market failure, and itís hampering studentsí futures. It angers me that it is only my privilege that allows DS to access what others like him cannot, through no fault of their own. Itís a contemptible injustice.
A parent citing their privilege allowing access to private school attendance for their child may be unaware of the unfortunate realities of "inclusion" increasingly experienced by many parents/students attending public/government schools in the United States, which are largely controlled by extensive data collection and analysis of the grades or marks assigned by teachers, subsequently used by State Department of Education and others, to generate "teacher report cards," "school report cards," "district report cards," which MUST show equal outcomes among all pupils and demographic groups (or the teacher may lose his/her/their teaching position, the school/district may lose funding).

Roundup on Equal Outcomes
Increasingly, public school teachers are evaluated and US public schools are rated/ranked based on closing achievement gaps and excellence gaps; This includes capping the growth of students at the top.
- data collection is used to force equal outcomes
- ushered in by common core
- rationing opportunities
- Nature versus nurture
- supplanting gifted students in "Gifted" programs
- coaching to create a self-limiting mindset
- counterpoint statements
- The Gifted: Left Behind?
- one-size-fits-all
- replacing the classics with anthologies

Roundup on Grading practices (which tend to produce equal outcomes)
- Standards-Based grading
- list of grading practices (including differentiated task demands)
- policies which lack transparency
- requiring students to list new vocabulary words in the reading material, when there are none
- collective grading

Roundup on Grouping (cluster grouping by ability and readiness)
- Article about poor school fit...gifted kids need appropriate challenge and academic/intellectual peers
- Cluster Research Support... includes link to NAGC position statement
- NAGC position statement on Grouping... downloadable PDF file: press release, approved March 2009
- Does Gifted Education Work? For Which Students?
- DITD link to article on Hoagies' Gifted Education Page: Exceptionally and Profoundly Gifted Students: An Underserved Population, by Miraca U.M. Gross
Originally Posted by article
Our task as educators, therefore, is to place the extremely gifted child in the environment that will least restrict her opportunities for socialization. Research suggests that the inclusion classroom, with age peers, may not be the most appropriate environment.
(emphasis added)