STEM magnet goes remedial

Virginia’s Thomas Jefferson High School for Science and Technology was created to provide a demanding curriculum for high-aptitude students bound for “productive lives as scientists, engineers and mathematicians,” writes John Dell, a long-time physics teacher, in the Washington Post. The new Jefferson admits remedial math students.

Above all, what made Jefferson special was the extraordinary learning environment created by assembling a critical mass of truly prepared students.

. . . At the new Jefferson, students are no longer selected primarily on the basis of their promise in science, technology and mathematics. One-third of the students entering Jefferson under the current admissions policy are in remediation in their math and science courses.

Some of the most promising middle school math students are passed over for admission, Dell writes.

. . . Jefferson students are now selected using an admissions process that is highly random, subjective, and devoid of measures that distinguish students with high aptitude in STEM. This process that is more about memory, language skill, motivation to be successful in college admissions, test prep and just plain luck than the best available indicators of promise as a future scientist, engineer or mathematician.

Dell doesn’t name the “other agendas” that have replaced Jefferson’s original mission. However, the school’s demographics — mostly Asian, very few blacks and Latinos and predominantly male — have been criticized for years, reports the Post. “The school system tinkered with the admissions process several years ago in an effort to create a student body that more closely reflected the county’s entire population,” but the school remains heavily Asian and white and the gender gap is widening.

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