Keeping the Over-Achievers Over-Achieving

Standardized tests and their repercussions are something that everyone has been affected by. Regardless of whether or not you are in school now, were home-schooled, or have children in the system, not one person is immune to it and it is one of the most publicized topics surrounding education.

In New York state, the results of these tests are published and the information is analyzed, correlated, and organized into the Regents Report Card.

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In this collection of information one can find performance levels broken down into many sub-categories: gender, race, socioeconomic status, and cultural background.  Disturbingly though, the only grade given is, “proficient.”  So much time, effort, and emphasis is placed upon these exams, and the only recorded information is demographics and a pass/fail grade.

In an article on NPR’s education blog, “Getting Restless at the Head of the Class,” by Anya Kamenetz, a simple question is explored: “How many students score above grade level on standardized tests each year?"  With all of the data on standardized test results being so obtainable, it is shocking to find that the answer to this question is not so easily attainable.

Many of these exams are known as high-stakes tests.  The collective success, or failure of a school’s student body will determine a variety of very influential decisions for teachers and students.  Teacher’s jobs, school funding and ranking, and student’s educational futures hang in the balance when it comes to these high-stakes tests.

If all of these consequences can occur from failures, one would assume that there is another side of the coin.  What happens with students and programs that exceed the expectations?  According to the Johns Hopkins study that sparked this conversation, 15 to 45 percent of students are beginning school performing at the next grade level.  What does it mean for these students?  Are they wasting a year learning things they already know?  

Of course, some schools have accelerated or advanced programs for those that can be labeled as gifted or overachieving, but perhaps there are other ways of going further to ensure that these students do not become complacent, or even worse - bored, with education.  

Some possibilities include academic promotion, that would see a student skipping a grade level.  However, there are dangers of promoting a student to a higher grade level.  For example, social skills are learned over time, and social maturity does not correlate directly with academic ability.  On top of that, some students may have ability in certain areas, but not in others.  

This may suggest that there should be trials of mixed classrooms based on ability, rather than age.  For instance, students could be blended not with complete disregard of age, but with more emphasis placed on their ability in certain subjects.  That way students are studying with academic peers rather than age-based peers.

Of course, none of this is to suggest that school and learning is only for the gifted.  Learning is for everyone, but complacency and boredom are real problems that schools face in their students.  If shaking up traditional school structures can keep students interested, and prevent academic stagnation, perhaps steps should be taken to ensure this group remain captivated.