A good exercise for your local school board: They prepare by reading the article linked below, and then invite parents to a subsequent public debate among the school board members. Maybe it’s framed as, “Resolved: This article is disinformation.”
Or, put it on the school’s website and invite public comment.
Harrison Bergeron is mentioned. It’s short. Read it if you haven’t.
“Pulling one student down the ladder doesn’t make it any easier for the students below to climb. But let’s suppose that the stated goal of equity is actually earnest. Wouldn’t we expect to see an effort to pull the lower students up – to give them a hand? Theoretically, yes. But in reality, there is no serious effort to raise standards at the bottom of the performance distribution. Instead, we reduce the standards or eliminate them entirely, giving these students the boot. If there are no standards, there can be no failure, nor can there be any blame for the failure. This is the second front in the war: “helping” students who struggle by eliminating all expectations of them.”
An essential tenet of identity politics. Unless policy is based on the collective, there might be a revival of individual responsibility – which The Smithsonian assures us is ‘racist.’
“Who could possibly benefit from forcing Zaila Avant-Garde to take the same math class as a student who can’t do basic arithmetic?”
Teacher’s unions, Democrats, BLM/CRT advocates, and other enemies of individualism, initiative, and equal treatment of individuals. And enemies of freedom of speech, the right to personal defense, equality of opportunity, and free markets.
I want Zaila Avant-Garde to invent faster than light travel and discover the principles of gravity control. The difference between me and the anti-human cultists in our nation’s schools of ‘Education’ is that I can imagine the boundless heroic potential of homo sapiens’ imagination. And I don’t care about the skin color or sex of the person who helps maximize Ms. Avant-Garde’s potential. She represents the most important resource we can have, and the only resource which we can increase indefinitely.
“By attempting to relieve disadvantaged minority students of discipline, rigor, and expectations in math and other subjects, the foot-soldiers of “equity” reveal they don’t believe these kids deserve to know the positive effects such values can have.”
No, of course, they don’t. I would say they are convinced those kids are incompetent, irredeemable wretches. Except they don’t even give them that much respect.
Jo Boaler treats the Bell Curve of student performance as a problem to be solved by destroying the extreme tail of high caliber minds, cynically using the other tail to advance the NEA’s sinecured rent seeking.
Don’t think “it can’t happen here.” Teachers college graduates have been exposed to the tender mercies of people like Boaler for decades.