A 9-part battle plan for state leaders to get advanced learners (a.k.a. “gifted” students) the education they need, and to ensure that this works equitably for those from every sort of background.
When Washington instituted their WASL tests (a precursor to the Common Core tests), they initially gave districts one point for each child who moved up from a level 1 to a level 2 on a subsequent year's test. They gave one point for each child who moved up from a level 2 to a level 3. BUT, they gave TWO points for each child who moved up from a level 3 to a level 4. It meant districts got a bonus for actually paying attention to their students who were already competent. HOWEVER, that bonus disappeared almost immediately. I certainly saw how little attention the already competent learners got after that.
Yes! We need to elect legislators who are academically responsible and understand gifted learners so federal and state legislation is made into laws, holding districts responsible for students’ learning at his/her individual challenge level with others at similar levels depending upon the subject matter!
When Washington instituted their WASL tests (a precursor to the Common Core tests), they initially gave districts one point for each child who moved up from a level 1 to a level 2 on a subsequent year's test. They gave one point for each child who moved up from a level 2 to a level 3. BUT, they gave TWO points for each child who moved up from a level 3 to a level 4. It meant districts got a bonus for actually paying attention to their students who were already competent. HOWEVER, that bonus disappeared almost immediately. I certainly saw how little attention the already competent learners got after that.
Yes! We need to elect legislators who are academically responsible and understand gifted learners so federal and state legislation is made into laws, holding districts responsible for students’ learning at his/her individual challenge level with others at similar levels depending upon the subject matter!