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Diversity of classroom
The pros and cons of diversity for the effectiveness of teaching and learning
Diversity of classroom
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Segregating by ability or separation of the talented is a very controversial subject in today’s school system. Schools should segregate students based off of academic achievements, grades, and test scores because of the overall student improvement when done so. Whether you are for or against it, gifted education is an ongoing debate in the school system.
Recent studies show that having separate classes impact all the students positively. Two researchers, Carline Hoxby and Gretchen Weingarth, discovered that students benefited from being in classrooms with peers of similar ability. Splitting up the kids has been shown to increase most of the kids learning comprehension, which has resulted in higher overall test scores.
The gifted classes
would provide an opportunity for the higher level kids to be challenged and pushed in ways that aren’t possible in regular high school classes. They would focus on their strengths and excel in them; they would separate themselves from others in ways that could one day change the world. In contrast, a poll conducted by Steve Farkas and Ann Duffett found that most teachers were pressured to spend more time on the lowest-achieving students. Darrick Hamilton, a writer, expresses that everyone deserves an equal and fair education. He states that the students aren’t necessarily the problem, but it is the teachers and the curriculum. After five years of a higher standard curriculum, the pass rate at Rockville Centre rose from 32% of black and Latino students and 88% of white and Asian to 92% black and Latino and 98% white and Asian. Article four shows that gifted education and having separate classes has nothing to do with your IQ scores or your learning ability. In this article it expresses a different point of view, the students and geniuses are self-made. It explains that the only thing the school could do is support and encourage the students to explore. Article five states that it is difficult for schools to devote resources to the children who could be learning more quickly and more deeply than the ordinary curriculum allows.