the kids on level 25th to 75th percentile get an hours worth of on level instruction daily
Hmmm-- how do you know that this assumption is correct?
I think that Puffin's point is a good one-- it's very difficult to assess whether or not our children (whatever their learning ability/challenges/strengths) are getting a "fair" amount of instructional time and classroom resources when compared with their peers in any classroom. Children are not usually the best narrators, being biased in their observations of what goes on in the classroom, administration often aims squarely at marketing rather than accuracy, and unless we're there ourselves, it can be really hard to say whether something is happening for five minutes or forty each day. I hope that makes sense.
It also isn't necessarily wrong that it isn't always 100% "even" in distribution, either.
I'm guessing that you're after the latter point in puffin's post-- that is, the 15 minutes or so daily that the other children are getting who are, um-- well, ability-grouped, though that likely isn't the term these days.
Have you had any kind of conference with the teacher?
If not, I'd schedule that first-- and in that conference: 1) avoid comparing your child to other children in that classroom, and 2) avoid making arguments for educational changes on 'fairness.' If it doesn't feel fair to your child, that is another matter-- but your phrasing suggests that it is you that feels this way.
Instead, focus on your child's educational NEEDS.
Which of YOUR CHILD's needs are going unmet? It sounds as though your child isn't being given anything new to learn at school in math-- this is a problem.
What are your concerns for YOUR child in this situation? (When you take "fair" out of things, I mean.)
A classroom isn't a zero sum game. It should be the case that all children have their educational needs met, if not their wants, however. But this is ultimately the school's problem to solve-- so tell them what the problem is, and then listen to what they have to suggest, and have ideas of your own about what you'd like for your child to have in this situation-- not in any comparative way, but in a way that is centered on your own child.
