I think her point about tracking is that if you haven't first given children with gaps in their knowledge some specific information to help them understand what they're reading, tracking will channel those smart (but less informed about that topic) children into a lower-level group that is really not right for them. She specifically says…
I think her point about tracking is that if you haven't first given children with gaps in their knowledge some specific information to help them understand what they're reading, tracking will channel those smart (but less informed about that topic) children into a lower-level group that is really not right for them. She specifically says that tracking is okay once knowledge gaps have been addressed.
Exactly. She even notes that it's wrong-headed to consider everything an honors class then dumb down the honors class so everyone can take it. The point is that we start the tracking so early that we aren't fairly evaluating the cognitive abilities and interests of the children involved because we haven't given all children the basic skills and abilities to express them on the appropriate level.
I think her point about tracking is that if you haven't first given children with gaps in their knowledge some specific information to help them understand what they're reading, tracking will channel those smart (but less informed about that topic) children into a lower-level group that is really not right for them. She specifically says that tracking is okay once knowledge gaps have been addressed.
Exactly. She even notes that it's wrong-headed to consider everything an honors class then dumb down the honors class so everyone can take it. The point is that we start the tracking so early that we aren't fairly evaluating the cognitive abilities and interests of the children involved because we haven't given all children the basic skills and abilities to express them on the appropriate level.