In pushing for “equal access” to gifted classes, honors tracks and Advanced Placement, the Education Department’s Office of Civil Rights is punishing achievement, charges Checker Finn in Education Next. Even separating first graders into reading groups may be suspect. What if there are more Asian than Hispanic bluebirds?
. . . the U.S. is already having huge trouble paying attention to high achievers (some say “gifted and talented”) when we’re preoccupied with low achievers and dire schools. Anything that discourages such attention is bad for American economic growth and competitiveness, not to mention unfair to kids who are ready, willing, and able to soar but have trouble getting the teacher’s attention.
“Old-style tracking led to a lot of dead ends,” Finn concedes. But not every students has the motivation or preparation to succeed in AP courses. Some would prefer “high-quality career and technical education,” if they had the choice.
. . . we want to see more minority kids succeed in AP classes and International Baccalaureate (IB) programs, just as we want to see more boys succeed in English and girls in physics. Insofar as the education system is capable of achieving these goals, however, it needs to strive comprehensively from kindergarten (or preschool) onward. Swatting high schools because elementary schools didn’t send them an ethnically balanced collection of kids ready for AP and IB does not accomplish any educationally desirable end.
Integrated schools could lose their middle-class students, warns Finn. If advanced classes are watered down to accommodate less-prepared students, achievers’ parents will look for challenge elsewhere.
Tracking in Middle School can promote equity by better preparing low-income, black and Latino achievers for AP courses, argues Brookings’ researcher Tom Loveless.
In Baltimore, thousands of low-income students earn A’s and B’s in AP classes, then fail the AP exams and place into remedial courses in college, notes Loveless, citing a Baltimore Sun story. Students have access to AP, but not the preparation they need to succeed.
Accelerated and enriched classes help high achievers learn even more, his research has shown. Yet high-poverty middle schools typically leave achievers isn the same classes as low-performing students. “It’s an injustice,” said Loveless at Fordham’s Education for Upward Mobility conference.