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Earlier quoted context omitted.
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When was that decided? By who? This game of constantly changing definitions and deciding who can and cannot say what is the hallmark of a tyrannical psuedo-religious ideology that cannot tolerate dissent because its results cannot bear scrutiny.
> However, rather than helping marginalized students, these policies deny educational opportunities for gifted students of all backgrounds. It's worse than that—if public schools don't offer the kinds of advanced courses that wealthy parents expect their kids to have, the wealthy parents don't just shrug and say oh well. They pull them out of public school and put them into private school or homeschool or get them a…
or maybe the people with education and resources decide to volunteer and fix their own community?
if all of the greedy, self-interested, disengaged people decide to leave, how is that not an improvement?
> However, rather than helping marginalized students, these policies deny educational opportunities for gifted students of all backgrounds. It's worse than that—if public schools don't offer the kinds of advanced courses that wealthy parents expect their kids to have, the wealthy parents don't just shrug and say oh well. They pull them out of public school and put them into private school or homeschool or get them a…
> inadequate public schools invariably increase achievement gaps between socioeconomic classes. or maybe the people with education and resources decide to volunteer and fix their own community? if all of the greedy, self-interested, disengaged people decide to leave, how is that not an improvement?
> However, rather than helping marginalized students, these policies deny educational opportunities for gifted students of all backgrounds. It's worse than that—if public schools don't offer the kinds of advanced courses that wealthy parents expect their kids to have, the wealthy parents don't just shrug and say oh well. They pull them out of public school and put them into private school or homeschool or get them a…
> inadequate public schools invariably increase achievement gaps between socioeconomic classes. or maybe the people with education and resources decide to volunteer and fix their own community? if all of the greedy, self-interested, disengaged people decide to leave, how is that not an improvement?
I still remember first time meeting a kid from the US due to an exchange program and while I could do integrals in my head at 15 they could barely multiply/divide in their head. While doing integrals as mental math may not be very useful in the "real world" as I was told by them back then, it sets a precedent for learning and exercising your brain so you can tackle more complex problems that come later.
I'm not saying that it's perfect here either btw, I'm very aware of the engineering/medicine rat race since I've lived that for 4 years, but I'm amazed how nerfed education in the US is for people who are much more financially in a better position than most Indians.
Everytime I see the United States crying about marginalized communities and "bridging the gap" between communities I remember how starkly different it is in India, where there's a standardized curriculum(CBSE) that's a hundred times more complicated than anything that the US ever had and it's a constant accross communities that are much poorer and marginalized than the lowest communities in the states. I still rememb…
Still, I’m disappointed I didn’t learn integrals until the 11th grade (and there were only a few seniors and juniors in that class which was well rated for the Seattle area), I could have learned them in middle school and maybe I’d get more out of my secondary education. I didn’t even get to linear algebra until my second year of college.
> However, rather than helping marginalized students, these policies deny educational opportunities for gifted students of all backgrounds. It's worse than that—if public schools don't offer the kinds of advanced courses that wealthy parents expect their kids to have, the wealthy parents don't just shrug and say oh well. They pull them out of public school and put them into private school or homeschool or get them a…
> inadequate public schools invariably increase achievement gaps between socioeconomic classes. or maybe the people with education and resources decide to volunteer and fix their own community? if all of the greedy, self-interested, disengaged people decide to leave, how is that not an improvement?
The prototypical wealthy person is a small business owner or a well paid professional/executive. It's likely that they're very busy, and the prospect of them spending Wednesday afternoons volunteering at their schools is... unlikely.
>if all of the greedy, self-interested, disengaged people decide to leave, how is that not an improvement?
It's a huge problem if they leave and take their tax dollars with them.
Race gaps are a societal atrocity and a national embarrassment. It is the enduring humiliation of a society that yearns to displace itself from its history. Mandating equality by removing opportunity only obscures the metrics. This is a hack to avoid accountability--if there's no data showing inequality then surely there is no inequality.
In this case it's actually worse than that. They're not just covering up metrics, they're actively making smarter people worse off. It's like Kurt Vonnegut's fictional dystopia where the government makes equal by handicapping the people who are better.
Where in the framework is this? The closest I can find to this is a reference in the high school section of the framework referencing a time in the last when California schools did more to push students to accelerate courses in middle school than they do currently, and negative research about about the impact of that effort on what students ended up completing.
But nowhere in either the Middle School or High School sections which discuss the issue of acceleration is there any language encouraging delaying Algebra I/Math I to ninth grade.
This particular complaint seems to be literally people inventing something that is not in the document to be mad about.
> meaning that students would be unable to take Calculus as seniors without doubling up on math classes or taking extra classes during the summer.
That's not true; the CMF includes an trig-inclusive Algebra II which can directly be followed by Calculus; taking a Precalculus course in between would be a slow path. Algebra I-Geometry-Algebra II-Calculus or Math I-Math II-Math III-Calculus is fairly explicitly envisioned as a normal and encouraged four year sequence for students planning STEM majors in the Framework, though taking a Precalculus course after it is also envisioned as a possible sequence.
Race gaps are a societal atrocity and a national embarrassment. It is the enduring humiliation of a society that yearns to displace itself from its history. Mandating equality by removing opportunity only obscures the metrics. This is a hack to avoid accountability--if there's no data showing inequality then surely there is no inequality.