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Importance of fairness in education
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School is a place for opportunity and achievement for many. But, sometimes those opportunities and programs are not fair to other students. The gifted program is supposed to be an opportunity for students to achieve more and get extracurricular chances. But could this program lead students not “gifted” to feel bad about themselves and their curricular achievements. Therefore the gifted programs should be removed from schools. Some reasons why are, students don’t get an equal chance to be in the program, and the program takes away class time from students. If you really think about it, there are so many opportunities that are offered to students, but this one is seclusive to many. One of the reason that gifted programs should be removed …show more content…
Shouldn’t students that are in Caitlin Barnett 1/18/18 Rough Draft the program get tested each year to make sure they are still excelling academically? Gifted programs take place during double period. This period is when students get to rotate to each period and practice the material they are learning. Therefore, gifted programs are taking away students time from attending classes. Lots of time in double period students work on worksheets and assignments. This means the students in gifted are missing out on key practice for assignments that are not corresponding with the lesson. Another reason the gifted program is taking time away from class, is because students who attend the program are missing out on the classes they might be struggling in. Plus, if a student is not completing homework and getting repetitive bad scores on a test, should that student be allowed to miss double period and attend the program? In some cases, students are above level, have good grades, are doing well on test, and keeping up in all their classes. Therefore, those students should get a chance to learn on a higher level. But, instead that group
...s with 2.5 grade point average students and economically diverse students in the same classroom there is no limit to the enrichment to the academic environment as a whole.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Based from the information provided by VanTassel-Baska, et. Al. (2009), gifted and talented students face the same issues as their regular peers but they have different way of viewing these issues and it affects them differently as well. The book discussed different issues that gifted learners face and recommendations on how to address these issues were also available for teachers, administrators and other school personnel. Also, Carol Strip Whitney (2011) in her book entitle Helping Gifted Learners Soar discussed stress as a factor that can distract and overpower anyone including gifted learners and for the gifted learners, there are many reasons and causes of stress. In this reflection, I will focus on two causes of stress, which are gifted learners as social capital and issues related to race and achievement.
Schooling has a lot of problems that need a lot of solutions. Many of these problems stem from the fact that the American school system is notorious for wasting the time of students and teachers. Students rarely get the chances to learn and experience topics that not only interest them but are also topics that have the potential for being important in their future careers. Time is also wasted during standardized tests that do not give American students an accurate representation of their intelligence compared to the intelligence of others worldwide.
The point of education is to gain knowledge. That knowledge will help people progress in life and that will lead to a growing society. Throughout the years education became competitive and was less about gaining knowledge and more about getting a better score on standardized tests. In the article How the Myth of Meritocracy Ruins Students by Erica Etelson, she explains how the education system is becoming more and more competitive and if there is not a change it will slowly make the education system worst. Her main argument of the article is that the idea that success should be based on ability and talent of individuals is wrong because success should not be based on ability and talent of individuals. Etelson backs up her argument by explaining to the reader about the pressure students are under, how competitiveness is causing a problem, and why things need to change. The education system needs to change so that students can go back to gaining knowledge and grow rather than compete for the best test score.
The Gifted program exists to provide more academic opportunities for those who qualify as “gifted.” “’Gifted means performing or demonstrating the potential for performing at significantly higher levels of accomplishment in one or more academic fields due to intellectual ability, when compared to others of similar age, experience, and environment’” (Quoted in “Gifted”). In order to make it into the program the student must show higher intellectual ability than the average student at his or her age, but what determines that factor? The student must take a multidimensional test and score in the 98th percentile. However, the most weighted part of the test remains an average IQ test. Intelligence test scores should not be the primary qualification for admittance into the gifted program. They should not remain the primary qualification because it allows the minorities and the economically disadvantaged to be underrepresented, it proves insufficient when compared to other means of testing, and it fails to accurately reflect a student’s intelligence.
Critics of ability grouping argue that it doesn't improve achievement and is harmful to students. Such grouping should be banned, says Anne Wheelock, author of Crossing the Tracks: How "Untracking" Can Save America's Schools. She argues that the practice of grouping by ability is too widespread and too widely accepted; about 60 percent of elementary schools practice some form of whole-class ability grouping, including special classes for gifted students. Survey results published in Education Week in 1995 found that two-thirds of U.S. high schools were at least moderately tracked.
I mentioned earlier that within my own school, we have a problem with segregation between students that take different classes. While not an official program, my school system does have a practice of tracking students together based on achievement levels. Starting in elementary school students tend to grouped based on their academic ability. Often times you will see students of color and students from low-income families in what are often called the “bottom” classes. The students many times are then stuck in the classes that do not have the same high expectations as the one or two classes of our “top” students. Those “top” classes are often times over represented by the white students as well as students from more affluent families. Going back to Orfield, et al (2010), one way to keep this from happening is by “detracking” students (p 25). Oftentimes students are labeled at a young age and sent on track that will carry on all the way through graduation. Minority students, ELL students and students from low income families generally do not test well at young ages and then are put on track of education that has lower expectations than their peers that are from affluent white families. According to Orfield, et al (2010), schools that use detracking strategies for their students often see increased
...h ability grouping, contrary to the post-modern belief of many proponents of “de-tracking” our schools. Granted there are many flaws (as there would be in any education system), but once we work through those flaws, such as social and racial prejudice, ability grouping will take our society to new heights. We are on the right track.
Students in public schools are continuously getting worse and worse grades. The grades are declining like a slinky on stairs, one step at a time. As students get older, the creativity within each grade decreases. For example: in kindergarten, students are constantly involved with the learning process by participating in activities that help the students understand the concept, while in the third grade, students are sitting in desks and taking notes and are expected to memorize what the notes are supposed to mean. Another issue with schools is the increase in homework. Rather than young students having the ability to be children after school, they are instead sent home with enough homework in a single night, to do all week. Special needs are not always acknowledged in schools when students need it most. In public schools there a lot more people in classes compared to a private campus. The
The American education cannot forgo the wise words of Spock on Star Trek,”The needs of the many outweigh the needs of the few or the one”. The “needs of the many” are meet in ability grouping, and all students will be challenged to their full potential. In mixed ability classes only the middle group of students needs will be met. Ability grouping doesn’t hurt any student , nor does it discriminate an racial or socioeconomic classes. It is imperative that America schools ability group their classes in order to have American students better compete with other students around the world.
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
We are told the children of today are the future, and we should put more value on education, but some children are demotivated and some are motivated in our education system. Some popular assumptions on why some students succeed are they are intelligent hard-working students. The popular assumptions why some students do not succeed are they are at risk by a culture of inherent violent. All students should have the same resources, and the same treatments.
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
All students can learn when they are accepted for whom and where they are in their education al journey.