It doesn't work politically to admit that all kids aren't equal in academic abilities, so they end up with these quotas. I suspect they must be fudging tests or watering down, or something.
I think you hit the nail on the head here. Charles Murray calls this
educational romanticism --- the belief that everyone can be above average. Or that 20% of students can be highly or profoundly gifted:
"I don't think any teacher has trouble with acceleration," said a teacher who spoke on condition of anonymity for fear of displeasing his principal. "The problem is when the school district creates a quota for the school -- in other words, 'We want 80 percent of your eighth-graders in Algebra I, and 40 percent of your seventh-graders in Algebra I, and 20 percent of your sixth-graders in Algebra I."
It is a mistake for schools to believe that forcing children into coursework they aren't ready for is a way to "raise standards." Raising standards means that by the end of 5th grade math, a child understands 5th grade math (even if this happens when the child is 12 or 13 or whatever).
I doubt very much that 80% of students could get through Algebra 1 by the end of 9th grade, let alone 8th. Some kids just need more time. They need to go more slowly and get more practice.
And this completely okay. In my opinion, it's better to understand algebra in 10th or 11th or 12th grade than it is to be confused by it and hate math at an earlier time. Not to mention that a few kids will never really be able to get algebra, just like a few kids will never be able to draw competently or whatever. And this is okay. As is admitting that it's the case.
<sigh>
Val
