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MCEF. Montgomery County Education Forum http://www.mcef.org Sponsoring group for the Equity in Education Coalition (EEC). Why does MCPS label our kids?. At the end of 2 nd grade MCPS will evaluate your child and decide whether to identify him or her as “gifted and talented.”.

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Presentation Transcript
MCEF

  • Montgomery County Education Forum

  • http://www.mcef.org

  • Sponsoring group for the Equity in Education Coalition (EEC)



At the end of 2nd grade MCPS will evaluate your child and decide whether to identify him or her as “gifted and talented.”


The equity in education coalition wants no labels no limits
The Equity in Education Coalition wantsNo Labels, No Limits!

Let us tell you what happens and why we think it’s wrong.


As seven or eight year olds
As seven or eight year olds:

Each child is tested

Each child is recommended or not by her or his teacher.

Each child may be “nominated” by her or his parent or guardian.

Parents may have their children evaluated by “experts”.


Parents receive a letter in June that designates their child as “gifted and talented” or, in effect, “NOT gifted and talented.”


This marks the beginning of separate “tracks” – “special education” and “on grade level” versus “honors, AP, IB” – that further segregate our children by middle and high school and deny our children the education they need.


At the end of 2 nd grade mcps labels about 60 of white and asian children as gifted and talented

At the end of 2 “special education” and “on grade level” versus “honors, AP, IB” – that further segregate our children by middle and high school and deny our children the education they need.nd grade, MCPS labels about 60% of white and Asian children as “gifted and talented.”


This means that in effect mcps labels about 40 of white and asian students not gifted and talented
This means that, in effect, MCPS labels about 40% of white and Asian students “NOT gifted and talented.”


At the end of 2 and Asian students “NOT gifted and talented.”nd grade, MCPS labels about 20% of African American and Latino children “gifted and talented.”


This means that, in effect, MCPS labels 80% of African American and Latino students “NOT gifted and talented.”


Do we really think that 80 of african american and latino children are without gifts or talents

Do we really think that 80% of African American and Latino children are without gifts or talents?


The worst instructional effects of this practice include
The worst instructional effects of this practice include: children are without gifts or talents?

Remedial versus enriched instruction

Worksheets versus hands-on labs

Rote memorization versus inquiry-based learning

However, MCPS, and its principals and teachers have worked hard over the years to reduce these effects




Many teachers have high expectations for children identified as gifted and talented
Many teachers have high expectations for children identified as “gifted and talented.”

So do their parents.

As do the children, themselves.


These children see themselves with a bright future
These children see themselves with a bright future. as “gifted and talented.”

They go to magnet programs and take AP and IB classes.

They get high SAT scores.

They prepare to go to college.


Children MCPS identifies, in effect, as “not gifted and talented” get the message that school is not a place where they can shine;


They are more likely to
they are more likely to: talented” get the message that school is not a place where they can shine;

Become disengaged;

Act out in class;

Lose academic eligibility to participate in sports;

Drop out;

Join gangs.


Malcolm Gladwell in his recent book talented” get the message that school is not a place where they can shine;Outliers refers to sociologist Robert Merton’s description of this kind of result as the “Matthew Effect”:

“For unto every one that hath shall be given, and he shall have in abundance. But from him that hath not shall be taken away even that which he hath.”


Gladwell explains the Matthew Effect - “It is those who are successful, in other words, who are most likely to be given the kinds of special opportunities that lead to further success.”




Tracking or rigid grouping segregates children even those who live in diverse neighborhoods
Tracking (or rigid ‘grouping’) segregates children, even those who live in diverse neighborhoods.

Even in schools which are very diverse, classrooms are majority white and Asian OR African American and Latino.

You can notice this as you walk through most schools.


Tracking reinforces racial and economic segregation
Tracking reinforces racial and economic segregation. those who live in diverse neighborhoods.

Children learn to study and work only with children who look like them.

Children receive the incorrect message that their racial or economic group is “smarter” or “dumber” than other groups.

Children on both ends of tracking suffer as a result.


Segregation does not prepare our children for the world and the workplaces they will live and work in as adults.


What’s more, tracking denies benefits to the children labeled “NOT gifted and talented.”This has been studied nationally and locally.


Tracking Video labeled “NOT gifted and talented.”


Some examples
Some examples: labeled “NOT gifted and talented.”

Vickie Adamson, a Blair High School teacher, teaches an intentionally “detracked” honors American Studies English class with students who have been in “gifted, honors and magnet” classes and those who have been tracked out of those classes.


Many students discover that they CAN do challenging work if given the chance.

Some students discover that because of years of low expectations and less challenging work, they lack confidence and skills.


Another example
Another example: given the chance.

Georgian Forest and Burning Tree Elementary Schools are “no labels” pilot schools.

They do not identify students as “gifted and talented” or “not gifted and talented”.

Parents and children at the school are pleased with this innovation and content that children are getting their need met.


For example
For example: given the chance.

In Rockville Center, Long Island, a whole school system has “detracked” and it has found that all students’ achievement has risen because to teach ALL children well means high expectations and better teaching for everyone.


For example1
For example: given the chance.

Carol Ann Tomlinson, at University of Virginia, tells the story of the “detracking” of two schools, in her book The Differentiated School.

Both schools – an elementary school and a high school – had “sweeping, positive results for staff and students.”


For example2
For example: given the chance.

Joseph Renzulli at the NEAG Center for Gifted Education at the University of Connecticut advocates using strategies designed for “gifted” students for all students.



Let MCPS and the BOE know that we want “No Labels, No Limits!” for our children.Let’s work to change MCPS policy, to make our schools work for all of our children.


Where do we go from here
Where do we go from here? Limits!” for our children.

What can you do?


Send postcards. Limits!” for our children.

Make phone calls.

Attend Board of Education meetings.



Volunteer to help with this campaign we need your help
Volunteer to help with this campaign. Limits!” campaign.We need your help!


Thank you

THANK YOU! Limits!” campaign.