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Is that enough? In my experience, many gifted kids' ability and skill levels are multiple grade-levels ahead of their peers. They need a radically differentiated curriculum that encompasses additional breadth and a MUCH faster pace of learning.
Pushing a kid one year ahead isn't going to do it.
Every teacher I know would agree with you - SOMETHING does need to be done. However, the "something" that really needs to be done, which is to provide services for these very poor kids, is exactly what so many right wingers on this board want to cut.
Are you joking? They already get the LION'S share of distributed resources now, and it isn't doing any good.
Agree 100%. Enough with the one-size-fits-all nonsense and making sure everyone gets a trophy. Everyone does not deserve a trophy just for showing up.
If kids are smarter than their peers they should be recognzed as such and educated accordingly.
Excellent point and something I would like to see more of. My daughter had to skip two grades to even approach being challenged and still finds many of her classes incredibly boring - mainly those classes that teach to the lowest common denominator. Loves her electives because they're college level but Global Studies, for example, is such a dumbed down class and our state has some of the highest standards. Can't imagine what it would be for states with really low standards. Eek.
Calculus. Hell they don't even have a curriculum where you can get into calculus until your a senior around here. My oldest is a freshman this year and they are just now starting geometry. I remember taking that in seventh grade back in the day.
In what day and in what school system? I was a math teacher from 1967 - 2003, in the 4th largest school district in the nation. We did not start pushing accelerated math to middle school students until the 90s and even then, high school level geometry was not offered to 7th grade students.
Is that enough? In my experience, many gifted kids' ability and skill levels are multiple grade-levels ahead of their peers. They need a radically differentiated curriculum that encompasses additional breadth and a MUCH faster pace of learning.
I was in GT classes in school, and I was pushed 1 grade ahead. There is a vast difference for one grade advancement, especially in the younger years.
Her kindergarten classmates could barely read and write, which is why she was pushed one class year ahead.
She's been reading and writing since she was 2 years of age (partly due to her brother, who was also reading in and writing since he was 2). she never attended pre-school.
they also take notice that if the child isn't socially or emotionally ready, they put them in the appropriate class level for their learning abilities. I can't see my niece being in a 2nd grade or 3rd grade class, since this is her first time to be in a school setting.
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Pushing a kid one year ahead isn't going to do it.
Actually, in kindergarten to first grade, its a whole world of difference. Where Kindergarten, they are making up for those children who didn't attend pre-school (and starting to learn basic skills like writing and reading); 1st grade they are actually teaching kids.
High time a President moved to weaken this law! The article slants it as being Bush' fault, calling it a "Bush-Era education law" but really it was a bi-partisan screw up that got dumped on the states by BOTH parties.
Just to beat a dead horse. Only THREE states have set "world class standards". Massachusetts, South Carolina, and Missouri. Guess our standards in South Carolina are just tougher than those in New York.
"As I understand what the president has laid down is, on a state-by-state basis, a waiver can be requested which would actually have to speak in detail to the standards that would be applied within the state," said Malloy. "I anticipate that we would be looking at a waiver that speaks to what is obviously a higher standard already being applied in Connecticut by our state system."
Malloy called the state's Connecticut Mastery Test and Connecticut Academic Performance Test, which are used to measure schools in the state, more rigorous than tests given in other states.
Just about everyone claims their state is tougher than everyone elses.
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