To name just a few… increasing access to gifted program entrance tests for low-income/URM students (who are less likely to receive them) improving tests to minimize impact of paid “prep” resources developing + disseminating free prep resources for low income/URM students
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reserving slots within gifted programs for low income/URM students directing additional resources to increasing gifted school/class sizes directing resources to improving general education programs
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improving top school admissions process at later ages (K-12/higher ed) to ensure gifted programs aren’t the only funnel (there are 1,000 solutions, but the most obvious is to kill preferences for legacies, athletes, and children of donors/faculty)https://twitter.com/cassidylev/status/1295340784749891584?s=21 …
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…And a million other ways to actually improve the labyrinthian education system that exists today, instead of tearing down a small piece of that system that successfully educates low-income children. But as usual, the Utopian Dilemma prevails.https://twitter.com/cassidylev/status/1400085426463985666?s=21 …
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I should add: there are meaningful first and second order effects to gifted programs, good and bad. Reduction in resources to general classes is a real problem, as is tendency of wealthy parents to hack selection systems. My point is not that these programs are perfect…
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it’s that making them BETTER, instead of destroying them, is the right path for the kids these programs mean to help. This includes conducting better research into various program configurations with realistic data sets/comps to better map good/bad impacts + refine accordingly
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And to close with something I say all too often about our education system….https://twitter.com/cassidylev/status/1400106122829250562?s=21 …
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Good take on this from economic standpointhttps://twitter.com/AlanMCole/status/1447582229702578178 …
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End of conversation
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Different pathway to the middle class destroyed, same energyhttps://twitter.com/sarthakgh/status/1462603341004001282 …
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