In Defense of the Advanced Kids

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I feel like this post needs several disclaimers and an extensive background section to prevent offending anyone or risking my job or something. So, here are a few disclaimers and a short background:

1. I think all kids deserve a quality education that maximizes their learning potential. 

2. I am not necessarily speaking about any one school, district, or situation. I understand that there are exceptions. Some places excel, some fall short, and some (most, probably) are somewhere in the middle.

3. I understand that every site has their own unique needs and that every district has their own unique budget.

4. I currently teach IB English to juniors (this is an international program that promotes a well-rounded education that can earn students college credit through the examination process; I graduated with the IB Diploma from high school). We are an open-access school, meaning any child that wants to take an advanced class, no matter their past performance, can.

5. I was a smart kid. I married a smart kid. I hope to raise a smart kid.

6. I'd say any of this to an administrator. 

I bet you see where this is going. If I wasn't such a wordy person that tends to get quite comfortable on her soapbox regarding such matters I'd end it now. Yeah, fat chance.

All across America, advanced kids are getting the shaft, on many different levels. Monetarily, millions of dollars are directed towards special education, the EL (English Learners) population, and those at risk. New curriculum is bought, resources procured, trainings executed, and special positions created for these subgroups. And rightfully so! Struggling students deserve a fair, fighting chance to learn what their at-grade-level and above-grade-level peers are. The student who doesn't know English is entitled to assistance. The student with a processing disorder deserves a caring individual that can patiently provide them with the scaffolding and modifications they need. The student who has been in a wheelchair their entire life should be able to pop wheelies on ramps and have no problem attending classes on the second story of a building. The student who is three years behind in math should have a place to go for extra tutoring with a highly-trained individual to help them.

But what about the student who does calculus in his sleep? The one who churns out essays with beautiful theses and carefully crafted syntax? The student that is a hop, skip and a jump away from curing cancer? What about these kids? 

If we go back to my first item in the disclaimer (aka "I promise Christine is a good person/teacher, please don't be mad at her" list) section, I, and most educators, believe that all students rightfully deserve to be taught challenging content that stretches their abilities- the good stuff that takes them to the next level. The above-grade-level kids deserve assistance too. Their programs need budgets and coordinators (at the site and district levels) and supplies. Just as it would not be right to ignore a struggling student, it is not right to ignore the advanced one. So often, beginning at the elementary level (dare I say especially at the elementary level, since "tracking" has become a dirty word), smart kids are welcomed into the classroom, seen as as "easy" or "good" students. They're typically given the standard assignments and then told to read, draw, or tutor other students when they're done early. They receive less of the teacher's time (unless they act out from being bored) and aren't frequently given specialized content. These kids are left hanging because they're already at grade level and easily understand new concepts. So, instead of challenging them to do better, they're left to plateau. When I taught fourth and fifth grade I have to admit I was sometimes guilty of this. When I was in third grade myself I'd get the week's work done by Tuesday or so for most of my subjects and then get to screw around for the rest of the time. I'd read, write stories, or, better yet, fake a stomachache so I could go home.  

This isn't about taking away from other subgroups. It's about adding to this one. 

As teachers, those who teach honors courses, whether AP, IB, GATE, or whatever other acronym applies, are typically seen as "lucky" or as "having the easy classes." I've taught at both ends of the spectrum, and the in-between. I've taught kids who refuse to work and call you a bitch as they walk out of class ("that's Mrs. Bitch, thankyouverymuch"). I've taught the advanced kids, as I do now, and I've taught the "regular" classes. And let me tell you, they all come with their own challenges. I don't have unmanageable behavior problems rwith these students, but I do more grading and prep work than I did with other courses. It's a trade off. 

Bottom line: teaching is hard.

I'm not calling for a radical shift, or even complete equity, if we're being realistic. I do challenge the education system to continue meeting the needs of all their students- including those of the more advanced. If we're going to promote rigor and grit, then by all means, let's push those that are willing to be pushed (and those that aren't... just push them all, for crap's sake).