Published Online: May 13, 2013
Published in Print: May 15, 2013, as It's Not a Failure When Students Learn Differently

Letter

It's Not a Failure When Students Learn Differently

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

To the Editor:

The Commentary feature "Where Are We Now?" (April 24, 2013), with its compilation of data marking the 30th anniversary of A Nation at Risk, illustrates that the state of educational assessment is pretty much irrelevant drivel, as there seems to be no information indicating how many individual students made significant gains. Averages don't tell us much because not everyone is included—for example, the large number of urban dropouts and those manipulated into not taking the test if they are low scorers.

Until we learn that kids blossom at different rates and develop a system that does not punish them into oblivion if they aren't the same at the same moment in time, we will always fail. Add to that the artificial nature of tests, both standardized and in the classroom, and we have a continuing pattern of failure.

It's not when kids learn that is important, it's that they learn—be it faster, on the norm, or slower. They are not robots, and it is immoral to fail kids because they don't learn fast enough to suit our elitist backsides.

Teachers, the unions, administrators, and advocates of standardized nonsense are all missing the boat. When will we ever learn?

Cap Lee
Burnsville, N.C.
The writer is a retired teacher and principal.

Vol. 32, Issue 31, Page 22

Related Stories
You must be logged in to leave a comment. Login |  Register
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Commented