Are “progressive” parents advocating for separate-not-equal schools? How gifted educational programs support white supremacy in schools.
CARE proponents (read: Lowell families) who originally marketed their proposal as “two-track accelerated Algebra” have repackaged their plan using the words “optional pathways” and “choice” to advocate for a reinstatement of tracking in SFUSD.
This student reinforced for me why we cannot support the “Accelerated Algebra in Middle School” track that some Lowell teachers and parents are proposing.
The discussion going on about middle school Algebra instruction is raising some good questions about the challenges our district faces regarding both implementation of the new Common Core standards, as well as the difficulty many teachers are experiencing in differentiating for our students. More importantly, it brings up some underlying issues that deserve our attention: communication and accountability
How do we address the hate and violence we are seeing all around us? The answer lies in the way we socialize our children in our schools.
A report back from the SFUSD Ad Hoc Student Assignment System Committee meeting. How can student assignment better integrate our schools?
As the Black students from elite schools across the country testify, it’s STILL hard to be young, gifted and Black in our nation’s elite schools.