Earlier quoted context omitted.
My claim is that more of the students that attend schools in impoverished areas need significant support beyond being presented instructional content than students in affluent areas, and that when students with those high needs are concentrated they are less likely to have them met. My experience as a secondary school teacher in multiple Title 1 schools was that when you are responsible for a classroom of 30 students…
> and that when students with those high needs are concentrated they are less likely to have them met. This is totally opposite to my experience in public school through age 11. I never got the advanced instruction I needed, trying to mix like 4-6 stddev of ability in a single classroom never worked, and no one on the low end really benefitted from it.
Your anecdote does not appear to contradict my statement. I made a statement about students with high needs being concentrated in a class or school overwhelming the system, and you made a statement about being a single student with exceptional ability in what I interpreted to be a typical American classroom setting not getting personalized instruction.