Aiming for Mediocrity (archives)

Mark Kleiman had a good post about public education. I believe his main point, and one which I agree with him completely, is captured by this paragraph:

One of the many bad features of NCLB is that it focuses entirely on the bottom of the distribution. Our smartest students are being systematically cheated. That’s less true in rich neighborhoods than in poor ones, but it’s true everywhere.

In email follow up, Mark said that, “the logical implication of no child left behind is no child allowed to get ahead.” This is something true not only of NCLB, but of modern education policy in general. Since at least the late 1960’s the US public education system has poured funding into special and remedial education programs, to the detriment of gifted and talented students. Though I fully support special education, and have worked in that field, I realize that education funding is a zero sum game. Though we can argue and agitate for more education funding, in the end the pie is of a fixed size and every dollar going to the one student is not going to another.

This is a sensitive subject because of the prejudices people infer when you call for greater resources for gifted and talented students. This is especially so because up until more recent times, students with special needs were cast away by our public schools. And what I am arguing for is not a return to those days. But what I am calling for is an understanding that gifted and talented kids have special needs as well. Just as a slower learner needs assistance in keeping up with his/her peers, a more advanced learner needs materials and challenges to keep him/her occupied until the rest of the class catches up.

Until we recognize the needs of advanced learners and begin to provide resources for their educations, our entire system will be one that shoots for mediocrity. Just look at NCLB as an example. The focus is on bringing the slower learners up to some standard. Now, one can argue about what that standard ought to be, but it hovers somewhere below the mean. It would have to in order to ensure that a majority “succeeds.”

In education, and perhaps society in general, we are uncomfortable with inherent variations in intelligence. That intelligence is distributed on a bell curve (not to be confused that racist tome) makes us queasy. We want to believe that all children can get to the same place educationally, assuming we provide them with adequate resources. But in reality, this can never hold true. Intelligence is no different from athletic or artistic abilities.

These natural variations provide fertile ground to examine our values. Do we believe in equality of opportunity or equality of outcomes? If we believe in the former, then we should not be uncomfortable with some students achieving more. After all, we regard varying degrees of musical ability in children as unremarkable. Why is it that education drives us to regard unequal outcomes as inherently bad?

Two possible reasons come to mind, one rational, the other emotional. On the rational side, our country has a history of pervasive racism, more than a dose of sexism and institutionalization of special needs children. This fuels a perception that the variation in outcomes we see is the result of socio-cultural factors. Maybe we believe that if not for those factors, variation would be minimal. Or, we simply feel that intelligence is not normally distributed. Maybe we are unwilling to accept that reality.

No matter what the driving force behind our belief in equality of outcomes, we must resist that urge. There simply is no possible way to achieve that goal. Not only that, but many strategies aimed to reduce variation are actually attempts to enforce mediocrity. In our attempts to lift the boats of those less gifted we have abandoned all of those whose ships are not only floating, but cruising.

(originally posted March, 2007)


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