>In 4th grade, for instance, the children in the bottom tier raised their test scores by 16 percentage points, while higher-achieving students gained three points, according to the report’s analysis of the National Assessment of Educational Progress.
“There’s no Robin Hood effect here,” said the report’s author, education analyst Tom Loveless, who noted that the scores of top students did not decline. Rather, he said, top students are “just puttering along” as students in the lowest tier made large gains.
81 percent of teachers say that â€œacademically strugglingâ€ students are likely to get their one-on-one attention today, versus just 5 percent who say that about â€œadvanced students.â€
Is this a problem?
Everyone wants equity and excellence, but schools can’t do it all, writes Eduwonk.
It doesn’t mean that we throw different groups of student under the bus, but any accountability system that holds people accountable for everything holds them accountable for nothing. So choices have to be made about emphasis. And considering the yawning achievement gaps, graduation rate gaps, and outcome gaps that separate poor and minority students from other students, that’s where I’d argue the emphasis should be placed.
Yes we can have more equity and more excellence, writes Greg Forster.
At struggling schools, students are neglected if they’re doing better than their low-achieving classmates, writes Robert Pondiscio, who taught fifth grade in the South Bronx. He suggests tracking and a rigorous curriculum.