We have had a lot of discussion lately about accelerated courses (we offer accelerated math and English courses in our middle school).
In our district we have established a litany of data points that help us make the decision of whether or not to enroll students into accelerated classes. So, in our case, I can confidently say that you earn your way into these courses based on your academics.
That said, I would be lying if I said that the perception exists that there is a certain image or stereotype of the quintessential accelerated student. They try hard, they do their homework, and the behave.
Is that a marker of an accelerated student, though? Are accelerated classes truly full of just the good kids? I’m scared to say that there is also a good chance that students having a history of behavioral problems, but are strong academically may find themselves in regular classes.
How do we change this perception (or dare I say, reality)? Our use of data to inform our decisions has helped immensely. We use multiple data points so that one “bad day” doesn’t preclude a student from being challenged and reaching their full potential.
Here’s your challenge tomorrow: take a look at your rosters. Are there kids that belong in an accelerated course but may have been overlooked for non-academic reasons? If so, what’s your plan?
Get new posts via email!
Join our mailing list to receive the latest articles from LightUpEDU.
Get new posts in your email!
Join our mailing list to receive the latest posts from LightUpEDU! We will never spam you, promise!
Please check your email to confirm your subscription!