Inequity just doesn’t add up.
At an elite school in New York City, that must be the thinking.
As reported by the New York Post, Manhattan’s Lab Middle School for Collaborative Studies recently planned to end courses in accelerated mathematics.
Last weekend, Principal Megan Adams made it clear in an email:
“We will no longer have leveled math courses at Lab Middle School.”
Not to worry — the change didn’t come willy-nilly:
“I know this is a change. I assure you that this decision was not made lightly.”
The news hit retired Lab teacher Maggie Feurtado particularly hard: Nearly ten years ago, she founded the program.
As expressed to the Post, she’s “simply appalled.”
Maggie may know the motive:
“This is all in the name of equity. And it’s likely coming from above.”
“But it’s misguided,” she insisted. “Having everyone in the same class hurts everybody.”
In response to a sizable backlash, on Tuesday, Principal Megan called the announcement “premature.”
“We will be holding community meetings where parents and educators can hear from one another, and school leadership can collect feedback.”
For now, the plan to do away with separate advanced math courses will be put on “pause.”
If Lab goes through with the elimination, it won’t exactly be blazing a trail.
As covered by RedState’s Mike Miller in February, Boston Public Schools suspended advanced classes in general.
The reason, per Superintendent Brenda Cassellius: “a lot of inequities.”
“There’s been a lot of inequities that have been brought to the light in the pandemic that we have to address. There’s a lot of work we have to do in the district to be antiracist and have policies where all of our students have a fair shot at an equitable and excellent education.”
In January, I profiled Fairfax County, Virginia’s Thomas Jefferson High School for Science and Technology.
Traditionally a place for “gifted” students, it was ranked America’s No. 1 high school in 2020.
Per The Federalist, “Most TJ students have tested in the top 2% of nationally normed tests that measure cognitive development, with IQ levels largely ranging from gifted at
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