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It's possible that the average school provides insufficient challenge & motivation for the average student, so that rising expectations results in a rise of per
by tomp 5y ago
It's possible that the average school provides insufficient challenge & motivation for the average student, so that rising expectations results in a rise of performance. It's also likely that an "advanced" programme was less tolerant to disruptions and required students to focus more.
But regardless, that doesn't change the fact that there are difference between people, and they're shown very early in development. It's things like, a kid not understanding whether a train is alive (it moves!) or not. Later, it's things like a person being able to understand basic math or not (I was the smartest kid in class, and had to tutor one of the worst... it was painful - he simply couldn't understand math! I tried all different ways of explaining, ended up having to teach him a mechanistic formula "write parenthesis this way, then keep trying numbers until the sums match").
- JoeAltmaier 5y agoNo program was provided. The kids were just labelled. The label was a placebo, and it worked. Straw-man examples of differences in kids are cute but not helpful. The issue was the imbalance in NYC advanced programs was clearly racial, which begs some kind of correction. Or do we have to resort to "Black kids aren't ever smart enough?" Is that your argument?
- tomp 5y ago> Or do we have to resort to "Black kids aren't ever smart enough?" Is that your argument? This is a nasty lie that you just made up.
- threatofrain 5y agoWhy would structural racism in NYC's gifted and talented program exclude blacks while including Asians as the largest plurality, despite that they are among the poorest demographics in NYC? What is the explanation for this kind of effect size?