On 10/1/04 12:25 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote:
> << If students designated as "low-ability" learners are held back by limited > curriculum, ineffective learning strategies and low expectations, what happens > to the kids who are coming into the school system unprepared to learn and > cannot keep up with the same academic track as other students?>> > > What kids are you talking about? Who are the kids who aren't prepared to > learn, can't keep up, in your estimation? (What percentage of the overall > student > population? Of the major racial subgroups? Of those eligible for free and > reduced price lunch?) I would say the kids who are demonstrating that they're not getting the material. I have no idea what percentage of students that would be or what racial subgroup they might represent or whether they're eligible for a free or reduced price lunch. I don't care about any of those things because I'm not obsessed with the idea that the MPS is racist or discriminates by class. What matters to me is that the students who need a slower pace or who need extra help or attention will get it. As someone who occasionally needed that as a student due to my hearing loss, I can speak from experience that you can feel just as inadequate as part of a mixed-ability classroom where you don't know what's going on as you can from being part of a "low-ability" group. > << I'm having a hard time seeing how this situation would be any better than > the problems you claim are caused by ability-grouping. I also wonder which > kids are more likely to cause a disruption: the ones who work in groups where > they're all at about the same level or the ones who are either ahead of or > behind the pace of the class and so are likely bored, frustrated or both?>> > > K-3 students spend a majority of the day in a mixed-ability classroom. In > schools where students are assigned to separate classrooms for reading > instruction according to "ability" or achievement, who is going to be better > prepared to > learn? A) students who learn the higher-order reading skills B) students in > the not-yet-ready to learn how to read class. If this is what's happening, that seems to be an argument for MORE ability-based grouping, not eliminating it. Perhaps Mike Atherton was onto something when he suggested we get rid of the grade-progression system and replace with with progression upon demonstrating mastery of required skills or subjects. I think I'm remembering that right. If not, I hope he will chime in and correct me. Mark Snyder Windom Park REMINDERS: 1. Think a member has violated the rules? Email the list manager at [EMAIL PROTECTED] before continuing it on the list. 2. Don't feed the troll! Ignore obvious flame-bait. For state and national discussions see: http://e-democracy.org/discuss.html For external forums, see: http://e-democracy.org/mninteract ________________________________ Minneapolis Issues Forum - A City-focused Civic Discussion - Mn E-Democracy Post messages to: mailto:[EMAIL PROTECTED] Subscribe, Un-subscribe, etc. at: http://e-democracy.org/mpls
