“John Dewey,” who’s training to be a math teacher, thinks his child’s high-scoring suburban high school shouldn’t count out average students. The new principal sent a letter to parents that suggests that smart, motivated, mid-bell-curve students will flop.
The “Middle Child” is the type of student who does not feel at home at Langley because, while they may be smart and academically focused, they are not academically superior like many of their peers. Nor are they outstanding in extracurricular activities. This student does not enjoy the prospect of coming to school to face the intense competition, which is ubiquitous in excellent schools, only to be disappointed.
The principal hopes for dialogue on what to do about these non-outstanding students.
Dewey wants to hear: “Every child matters; every child is as important as the next.” He wants to see “a culture in which students who aren’t getting the material are identified and the school works with them after school or in special sessions to make sure they understand.”
It’s a little frightening to hear that there’s no place for B students at a large public high school. What about C students? What about the not-so-smart, not-so-motivated students?