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It means individualizing education to meet the level of challenge appropriate for each child. Equity doesn’t mean treating all students the same. “ Gifted education and equity are not at odds,” Wall Street Journal, Ellen Winner, August 29, 2022Ī Professor Emerita of Psychology at Boston College writes in a letter in the Wall Street Journal: “f we don’t offer advanced learning opportunities, we won’t see advanced learning. Admissions essays, for example, can be even more correlated with socioeconomic status than test scores, and rising grade inflation is ruining GPA as a meaningful signal of academic success.Ĥ. Research suggests that eliminating these assessments doesn’t foster greater equity, and that alternatives have big issues of their own. This is a good thing, especially during a time when standardized tests are under siege. This policy was reversed earlier this year for the class that’ll be ninth-graders in 2023. Philadelphia scrapped the exam component of its holistic admissions process for its selective high schools in 2020 because the exam wasn’t administered due to pandemic-related restrictions. “ Philadelphia reintroduces test score requirement for magnet admissions,” Chalkbeat, Dale Mezzacappa, August 17, 2022. Plus, “Tempe Elementary will expand talent-development opportunities in all schools to increase identification of students who qualify for gifted services, including underrepresented populations.”ģ. But that didn’t stop them from adding ASPIRE Academy at Arredondo, a new self-contained fourth-grade classroom for the 2022–23 school year. “ Back to school at Tempe Elementary: Gifted learning program opening at Arredondo,” Wrangler News, Wrangler News Staff, July 31, 2022įor almost fifty years, elementary schools in Tempe, Arizona, have “provided award-winning programs for ongoing discovery, enrichment and accelerated-learning opportunities for gifted students,” write authors. In the meantime, offerings like this afterschool program at a Bronx public school, called the Excellence Project, are helping give these students the opportunities they’ve long lacked.Ģ. New York is improving this, but it’s a work in progress. “Not every school hosts one, which raises access challenges for many students”-especially Black and Hispanic students, who are starkly unrepresented in the city’s programming. “New York City’s gifted programs have been the subject of fierce debate,” writes Veiga. “ To expand NYC’s ‘gifted’ programs, one nonprofit turns to after school,” Chalkbeat New York, Christina Veiga, July 14, 2022. Here are ten items, in chronological order, that illustrate the progress that happened over the last six months and why there’s hope for more in the new year.ġ. These biweekly collections come from around the country and a wide range of sources (even if New York City’s print-media dominance leads to some overrepresentation), and they do a good job of showing the state of advanced education. Regular readers know that each edition includes a list of links to notable writing that was published during the previous two weeks. Despite some significant bad news-like high-achieving middle schoolers suffering devastating math losses because of the pandemic and heightened opposition to selective high schools-advanced education is headed in the right direction in many places. Was that hope, in other words, justified? And should it be maintained in 2023? So as the year comes to a close, in the midst of another holiday season, it feels right to reflect on the last six months and see what progress we’ve made.

#Anemona hartocollis standardized tests full

And I was full of optimism having just completed a meeting for the National Working Group on Advanced Education, a collection of twenty academics, practitioners, and advocates-truly diverse in terms of ideology, race, gender, and geography-doing great, promising work in this realm. Parents in San Francisco had just organized en masse to help rescue merit-based admissions at a prestigious high school in the city. We launched this newsletter about advanced learning back in July with a post about “ hope and progress.” Gifted education, I wrote, “is a clear and substantial good, and it can be much better than it is in most places and has been for decades.” I then chronicled a couple recent developments that made me think more people were beginning to believe that, too. You can subscribe on the Fordham Institute website and the newsletter’s Substack. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more.

Fordham Institute written by Brandon Wright, our Editorial Director, and published every other week. Editor’s note: This is an edition of “Advance,” a newsletter from the Thomas B.