
I've been writing about the decision of my neighborhood elementary school to
effectively eliminate accelerated classes. Since I moved to Pearland in the 1990s, Carleston Elementary School has had what I've learned is called a
"tracked class" "ability grouped" class. In short, the highest performing kids were identified through objective and subjective means and placed in a single class. Colloquially, this class was known as the "accelerated class". I don't know if that was the formal nomenclature or not.
Now, Carleston Elementary is experimenting with something called
"heterogeneous grouping" where students of all abilities are placed in the same class. The idea is that higher performing kids will be an additional resource for the school district to use and these higher ability kids will somehow be expected to help their lower performing peers to meet minimum proficiency standards on the TAKS test.
There is one non-heterogeneous class called a "GT Cluster" class at each grade level. Despite the fact that I have spent some time trying to determine how students are selected for the "GT Cluster" class, I have yet to figure that out. I swear it seems that Pearland ISD wants to keep this selection process a secret. I do know that the selection process for the current "GT Cluster" class is not the same as the process used for the old accelerated classes. Consequently, today's "GT Cluster" classes
SHOULD NOT BE CONFUSED with the past years' accelerated classes.
Anyway, I have been surprised with the level of interest in this subject. I will continue to write about it from time to time. Also, I will label posts on this subject with the keyword "Carleston". This label should appear in blue at the bottom of this post. It will allow a reader to skip all posts except those related to this subject.
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Last week, the
Washington Post had an extremely interesting article that I thought was on point:
With reauthorization of the No Child Left Behind Act high on the agenda as Congress returns from its recess, lawmakers must confront the fact that the law is causing many concerned parents to abandon public schools that are not failing.
These parents are fleeing public schools not only because, as documented by a recent University of Chicago study, the act pushes teachers to ignore high-ability students through its exclusive focus on bringing students to minimum proficiency. Worse than this benign neglect, No Child forces a fundamental educational approach so inappropriate for high-ability students that it destroys their interest in learning, as school becomes an endless chain of basic lessons aimed at low-performing students.
Emphasis and link in original.
I personally know two families that have moved to Friendswood ISD due to disagreements with Pearland ISD. The Anti-Corruption family is probably the next to go to Friendswood. Speaking for myself, this decision is not based on a belief that Carleston is a failing school. No one could make that case. Instead, just as the WaPo article suggests, my wife and I believe that Carleston does not provide an appropriate education for high performing children.
Why would Carleston fail to challenge its high performing students? The University of Chicago study says that it is because schools are evaluated on how many students pass minimum proficiency standards. In other words, a school is judged on how may low performing students it has -- not how many high performing students it has. In order to earn a higher status, Carleston needs improve the performance only of the lowest ability students. Having the high performers improve doesn't matter.
Carleston routinely has 90+% of its students pass the TAKS test. Of course, until all students pass the test, there's room for improvement. Consequently, Carleston Elementary focuses virtually all of its efforts on the lowest performing 10% of the student population -- those children who might not pass the TAKS test or are on the bubble. High performers don't need such attention since they will pass the test anyway. In fact, high ability students are treated as another resource for the school district to use to get the low performers to do better on the TAKS. That is my basic philosophical difference with Pearland ISD. My child is a student - a consumer of education; he is not an additional resource for the district to use to get someone else's kid to pass the TAKS. Pearland ISD should challenge the high performers to their ability.
Another quote from the WaPo article in order to encourage you to read the whole thing. (Also read at least the abstract to the University of Chicago study.)
[A]s long as No Child requires that every student reach proficiency by 2014 and it continues to focus only on grade-level material, teachers will lack incentives to appropriately educate students who can master their grade's curriculum well before spring testing. Nor will growth modeling prompt schools to provide an enriching curriculum that goes beyond the basics.
The response of many parents to this situation was summed up succinctly by one of our numerous friends, colleagues and family members who have pulled their children from neighborhood schools: "We've learned that the real solution is called 'private school.'"
. . . or Friendswood ISD. My perception is that Friendswood ISD is able to walk and chew gum at the same time. FISD can work hard with the lower ability students to get them to minimum proficiency levels while simultaneously challenging high performers to their ability.
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There was also an
interesting article in Time Magazine a few weeks ago. While not entirely on topic (I don't think Carleston parents think their kids will challenge Einstein), the Time article had its moments:
Many school administrators oppose ability grouping on the theory that it can perpetuate social inequalities, but at the Davidson Academy, even the 45 élite students are grouped by ability into easier and harder English, math and science classes. The school poses blunt questions about American education: Has the drive to ensure equity over excellence gone too far? If so, is the answer to segregate the brightest kids?
Now I can't get into the minds of Pearland ISD administrators, and they don't seem to want to share with me their motives. I truly believe that Pearland administrators are responding to the perverse incentives to focus only on those students who may not meet the minimum proficiency standards. I certainly hope that the opposition to ability grouping (the opposite of heterogeneous grouping) isn't based on some sort of social inequity theory.