Failing the gifted—and everyone else
The Obama administration’s budget proposal was late to the party and is mostly a big yawn—at least when it comes to K–12 education. The big-ticket items, such as they are: level-funding for Title I and IDEA; new efforts to promote STEM education and tweak American high schools; and a Race to the Top for higher education. The real firepower is reserved for the President’s well-designed Pre-K plan, which would be the biggest federal expansion into early childhood since the creation of Head Start, to be financed by a huge increase in cigarette taxes. Were it not for Congressional realities, it might even be something to get excited about.
After changing part of the exam it uses to determine which four-year-olds are eligible for the coveted gifted-and-talented slots in its public schools, New York City has (very slightly) reduced the number of children who qualify. Yet most of the high scorers still came from the city’s richer areas—a problem, given that they altered the test precisely in order to combat the influence of income-related factors, such as test-prep programs. And (at the risk of sounding like a broken record) there still aren’t enough suitable options for gifted children.
Researchers from Yale, MIT, USC, and Stanford, with a little pocket change (i.e., a $10 million grant) from the National Science Foundation, are experimentally placing robotic “teaching assistants” in New York and California classrooms, where they will provide instruction in everything from math to vocabulary to nutrition. Forget blended learning—it’s time for robot teachers!
The latest application of California’s “parent-trigger” law will feature a distinctive partnership between the LAUSD and a local charter operator, who will jointly take over the failing 24th Street Elementary. The parents are essentially giving the district a second chance. Let’s hope it’s the right move.