A Fordham Foundation study finds that high-achieving students are the most likely to suffer from the effects of No Child Left Behind.
These are the students I refer to as “Not Your Problem” kids. As a teacher, when I raised concerns that my brighter student were bored and neglected, and expressed frustration at my inability to sufficiently differentiate instruction to challenge them, I was dismissed by an assistant principal who pointedly said “those kids are not your problem.” She meant I was to focus on getting my low-achieving students to proficiency; the high achievers were already there and could be left to their own devices.
I’m positively giddy to see this issue getting attention. It was my No. 1 concern as a classroom teacher.
The National Association for Gifted Children is also pleased to see this most important issue finally getting the attention it deserves. Here are some thoughts from the organization on the study.
Groundbreaking Study Confirms
Nation is Shortchanging Our Brightest Students
WASHINGTON (June 18, 2008) – A national study released today by the Fordham Institute confirms our nation continues to neglect the learning needs of gifted students. Joyce VanTassel-Baska, Past President of the National Association for Gifted Children and member of the study’s peer-review panel issued the following statement:
“As our nation makes significant gains boosting the performances of low-achieving students, we continue to shortchange our gifted students. Settling for stagnation or modest learning gains penalizes gifted learners, especially underserved students whose needs continue to go unmet, and jeopardizes our nation’s future as we struggle to compete in the global economy.
“Especially alarming are findings that our nation’s teachers do not consider themselves prepared to meet the unique learning needs of gifted students, nor do they feel encouraged by the system to focus on cultivating the talents of our gifted learners. While no one will dispute the critical need of increasing proficiency for students at the lowest levels, doing so at the expense of high-performing students – especially those from disadvantaged backgrounds – only perpetuates the cycle of inequality and results in continued underperformance in the classroom.
“I hope this study serves as a wake-up call if we as a nation are truly committed to leaving no child behind and investing in students from all ability levels to maximize their potential. Nothing less than our future is at stake.”
I’m glad they’re getting attention, but to be honest, they’ve been getting attention for years now. What they’ve not been given is anything different from the usual “projects” (i.e., doing stuff on your own and not bothering the teacher) or “independent AR” (i.e., reading stuff on your own and not bothering the teacher), or “enrichment” (i.e., worksheets).
What is interesting is this is also carrying over into student’s college performance. We see so many students who are not ready to perform academically at the college level, and who can’t perform independently as they have been spoon-fed throughout their K-12 education. Most of these students lack critical thinking skills, self motivation and the self discipline they need to succeed in a college classroom.
And every year it seems to get worse. Students who have no understanding of deadlines, of self-responsibility, or of self-determination.
I actually had a 20 year old and his MOTHER in my office today complaining that the student should have gotten a better grade disregarding the fact that the student had missed almost half of his classes and had not turned in assignments