Comment by bilbo0s
20 hours ago
I think I should also gently suggest here that the issue could also be expectations. The idea that you put 30 random children in a class and that therefore there must be some who are "gifted", and there must be some who are "slow".
I don't know man? I'm just saying that sometimes sure, all the kids in your neighborhood could be above average. But most of the time, all the kids in a class are just average. And now the poor teacher has to explain to irate parents that their kid's not any more special than the other kids in the class. (Only we don't. We acquiesce to their insanity and label average at best kids as "gifted" and then have everyone be shocked when those kids don't gain admission to Ivies. Ma'am, that kid was lucky to get into his/her state flagship. And even at that state flagship, s/he probably ain't gonna be majoring in ChemE or anything if you want my honest opinion.)
Sure, you can have slow kids in a class. But, really? 30 random kids? Is it statistically likely that any are "slow"? Or is it more likely you're dealing with no good parents who don't work with their children at home? Then those same parents come to berate the teachers for not doing enough to teach a fourth grader addition and subtraction. With absolutely no reflection on why a fourth grader, with no learning disability, doesn't understand addition and subtraction.)
I don't envy teachers because these are the attitudes they have to deal with.
Public Service Announcement: No people, your children aren't "gifted". And it's very unlikely that your kids are "slow". Your kids are very likely, (horror of horrors), just average. Every one of them.
If we can just get past those things we can start looking at some of the real issues.
Don't have kids huh...gifted is just a classification for those with test scores in the top 1-5%. So if you have 100 kids, there is a pretty high likelihood you have 1-5 gifted kids (yes its not that simple, whatever).
And the research on the topic says that tracking (the idea you are criticizing here), improves educational outcomes. What to know the real problem with education? Its people like you who don't have kids and know nothing about the education system driving their own ideology and biases into the system. You have no stake in this, yet you want your opinion heard despite the fact that you put no effort into learning about the topic of education other than going through the system yourself which hardly counts.
PS You don't even know the term for the thing you are criticizing.
PPS By definition, every kid can't be average. So you don't understand statistics either.
>Don't have kids huh...
I'm a grandparent.
>people like you who don't have kids and know nothing about the education system
You know when I did my student teaching stint to certify? 1993.
PS: You know why they say tracking works? Because we throw out data from after high school graduation. Ever wonder how those, uh, "gifted", kids who got "A"s in high school Calc typically do in Calculus streams at the University level? I can assure you there are many many professors out there dealing with the results of our tracking system, (that being where the proliferation of "gifted" programs came from), who would not say that it is "working".