On The Atlanta Journal-Constitution blog entitled, “Get Schooled,” I wrote the following comments on November 17, 2015:
“There always has been, and will always be, a wide range of student achievement within each grade level. That is because each student will have a different set of impacting circumstances, including his/her variant ability levels. This is no surprise to those who are in education. The labeling of various permutations of achievement per grade levels will vary over the decades, but the educational/instructional phenomenon remains the same regarding a wide range of functioning levels of students within each grade level demarcation.
The more the public is aware of this fact, the more thoroughly, and with greater depth and insight, citizens will understand k -12 instructional phenomena. The essential way to improve public school results in elementary through secondary schools is to address precisely the instructional levels whereby each student will be able to absorb instructional skills and concepts at his/her correct placement, and optimal pacing, to achieve 90% mastery on the curriculum continuum in all subject areas, k – 12.
(Hopefully, in the future, educational/instructional delivery to individual students will become as sophisticated as medical delivery is presently to individual patients.)”
Another Poster’s Response To Me: “You don’t deliver medical treatment to thirty patients at one time.”