- ** Nothing will ever change this, those that work the hardest will simply have the highest success rate. * **
That is not true. There are too many variables and factors in play to assume laziness or industriousness are the only things that matter.
It’s been shown repeatedly that when provided a rigorous curriculum paired with an appropriate quality of teaching, most children will perform well. The KIPP schools are a good example of that. And obviously, the earlier in the education process the change takes place, the better.
- ** Naturally gifted and generally hardworking students are no match under a score only admission policy for other gifted students whose culture is built around doing whatever is necessary to get a top score. * **
Agreed. It’s no knock on the cultures that see a loophole and exploit that loophole, but it’s a valid criticism that more needs to be done to provide an equal opportunity to all.
- ** as our Asian friends are pointing out, "Why are you mad at us just because we are passing one objective test and neglecting the interview based schools with much more subjective criteria that are still favoring whites at three times their representation in the population? * **
…
** * regarding public education, Asians have found their niche in test-only schools, and Whites their niche in interview-based and “portfolio based/ well-rounded- profile” schools. African-American and Hispanic students are still, largely, neighborhood-based public schools ** *
These two quotes go hand-in-hand. Ignoring the “why” and acknowledging the truth that, for whatever the reasons (and they exist,) African-American and Hispanic families don’t always see the clear pathway to a better education that Asians and Caucasians see. History has proven, not just in education opportunity but in everything from taxes to buying concert tickets, where a loophole exists it will be exploited. A loophole exists in this system. Many loopholes exist.
The flaw is that a band-aid quick-fix approach was employed. Instead of providing a quality education to all (or even most) a better solution was provided to only a small percentage of public school students. Instead of saying “we will help only a very small percentage” the situation was presented as “we will help those that DESERVE help by proving their bonafides.” And the powers that be got away with that for a long time. American society is accustomed to “The strong survive and thrive. The weak/lazy get what they deserve.”
However, that system was flawed from the beginning, and over time, people were able to exploit the system. Now, instead of fixing the system that was broken from its first implementation, all the sufferers are pitted against each other, claiming flaws in the cultures of the others as the reasons why the system isn’t fair. No, that type of argument misses the point. The system is not fair now, because it was never fair to begin with. It was never designed to be fair. It was designed to be a temporary band-aid to quiet the crowd.
I agree with @melvin123 and others who say: * I thought I read in the article that part of the problem was that they got rid of the gifted programs in the middle schools, and they didn’t really publicize (or at least didn’t chat-up) the test dates and what a great opportunity this is. If no one from your community goes to these schools, how are you going to know what a great opportunity it is, and therefore worth your time preparing for the test? ** Bring back the lower and middle school gifted programs. ** *
It’s not feasible to recreate the entire public school system immediately. The entire system has never been equitable for all students, and it would have to be rebuilt from the ground up to enable total equality. It is feasible to implement more competent elementary and middle school pockets within each district. The children from those schools will then naturally fill the “chosen” High Schools in a more equitable fashion.