Gifted Issues Discussion homepage Forums Learning Environments More inclusive "GT" classes in middle/high schools

I'm sure there are many who just hang around meeting low expectations. Which is why I understand the push for higher expectations all around. Where I part company with the reformists is what "all around" means. I do not believe that the expectations should be the same for everyone, nor do I believe as we were told at a common core meeting-- that before cc, only gifted classes had high expectations. Now everyone will. Special ed will be held to the same high expectations. No exceptions (on diploma track). I think we should raise the expectations of LEARNING (not of work output) for EVERYONE, including above average kids.

My 2E who scored the highest in his grade on the SAT10 was in remedial classes and it was a year and a half long fight, complete with outside testing, to get him out, and get accommodations that allowed him to excel in the grade level and above classes.

Sometimes people and children do rise to a higher level based on what is expected of them or how they are treated. Not always, obviously.

And here's the thing. There seems to be an unexamined belief that tracking and grouping will be done correctly. Come on now. I've seen plenty of people posting here saying their GT child has been inappropriately placed for reading or math. If this happens to our kids, what happens to less obvious kids? What happens to kids whose parents lack the time, privilege, or willingness to fight? How many people here had their children retested or tested for 2E because the system somehow did not place them where they thought they should land?

Do we really believe all those "low" and "middle" kids are appropriately placed?

For that matter, I'm not sure about permanent "gifted" placement either.

Let me just say once more that I am not some huge detracking advocate. I feel pretty unsure about AP for all, etc. But I also see why it is proposed. I think there has got to be a better way than either of these systems.

22B, someone or someones must have complained to the moderator. When you are in someone else's house (or forum), you have to play by their rules. Davidson reserves the right to edit or delete any of your posts. I did not read your deleted post but I do sympathize as I opposed censorship and I have been the subject of complaints on this forum as well. I had one post "edited" and one post deleted on different threads. I am okay with being deleted but I found being edited creepy as it changes the point/emphasis of the original post. Thankfully, I received an email so I was able to delete the edited post. Consider yourself lucky that you were deleted rather than edited. Also do not feel bad as there is no rhyme or reason as to who gets censored. I have seen truly offensive posts remain while some simply unpopular posts deleted/edited. Again, when you are in someone else's house . . .

I would like to add that in a public forum, people will express opinions that some people may not agree with or like. I don't think that we need to "tell on" these people and request censorship of unpopular opinions because some of us don't like them. I don't agree with a lot of opinions here, but I deal with them by refuting them with facts, not suppressing them. IMO, this approach enriches the debate. Squelching debate doesn't.

The problems with our education system are multi-factorial, as are the problems that a lot of students face. Politically motivated decision-making has a negative effect on all students, and stating the facts of how decisions are made is not, in my opinion, racist or worthy of being suppressed. Sometimes we have to face discomfiting facts in order to solve complex problems.

ITA, ultramarina. That is really the source of discomfiture for me. I know that I benefited from a decently implemented tracking system and my kids as well. However, I also see the damage to those who are misplaced or placed into the lower classes as low expectations can be truly compounding.

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