US Schools: Smart Kids Getting Shafted

Children Should Learn at Their Own Pace

But that is not what happens in public schools and other conventional US schools. Everyone is crammed together in the same can — like sardines — and forced to soak in the same mind-numbing routine of programmed conformity, regardless of the child’s innate ability and interests.

because the system arbitrarily separates students by age, students of varying academic abilities get put on the same track. The low performers remain consistently behind, in a constant struggle to play catch-up. And they’re the ones who get the majority of the attention of today’s schools and education reformers.

But the high performers are also suffering in this system, too. They’re forced to sit in a classroom for seven hours a day going over simple material and concepts at a snail’s pace. Eventually, intellectual atrophy sets in. __ http://www.intellectualtakeout.org/blog/education-system-isnt-designed-smart-kids

It is even worse for boys and very active girls, whose innate need for physical activity is subjugated to the career ambitions of professional educationalists from the US Department of Education, to university schools of education, to foundations, to thinktanks, to lower level school systems. Every professional educationalist wants to leave his mark on an already hopelessly convoluted and dysfunctional school system.

A recent Johns Hopkins University study reveals a dirty secret that threatens to overturn the entire basis of the US K-12 school system. It seems that large numbers of young US students score at or above the next higher grade level. In other words, kids are being forced by the system to endure an education that is “dumbed down” below their ability to learn and comprehend.

Table 1.
Percentage of Wisconsin Students Scoring One or More Years Above Grade Level17

Grade ELA % scoring 1+ years above Mathematics % scoring 1+ years above
3 32% 38%
4 36% 25%
5 41% 30%
6 37% 33%
7 44% 34%
8 45% 26%

Table Source

The table above reports findings from Wisconsin, but similar results were discovered from California testing, Florida testing, and multi-state testing including students from 30 states.

Very large percentages of students are performing above grade level.

Five different data sets from five distinct assessment administrations provide consistent evidence that many students perform above grade level. Based on the Wisconsin and California Smarter Balanced, Florida FSA, and multistate MAP data, we estimate that 20-40% of elementary and middle school students perform at least one grade level above their current grade in reading, with 11-30% scoring at least one grade level above in math. __ http://edpolicy.education.jhu.edu/?p=153

It is the policy of Dangerous Child training — and other forms of self-teaching and unschooling — to teach children to teach themselves at a very early age. After this is accomplished, children can move forward at their own pace and in their own unique combinations of learning directions — with only limited supervision necessary.

The Dangerous Child must demonstrate mastery over particular core areas of learning — including maths, effective reading, clear and reasoned writing, basic money handling – investment – and business practise, practical biology, and the child’s self-directed learning in music, art, movement (usually a mixture of dance and martial arts), and a quantitative approach to geography and history.

The Robinson Curriculum is a popular example of a self-teaching approach to homeschooling children. It allows children to proceed at their own pace, while making sure the child is prepared for accelerated higher education if that is the direction he chooses.

Many parents are choosing internet-based homeschool curricula, then adding extra features considered important by the family and culture.

Parents of Dangerous Children can choose any number of homeschool approaches. But the additional “dangerous skills” and business skills of Dangerous Children must be incorporated within the best capacities and judgment of parents, mentors, and coaches.

Remember: A Dangerous Child masters at least three means to financial independence by the age of 18 years. The earlier the child is given the foundations and practise in developing the necessary skills and competencies, the better — as long as necessary supervision and safe methods are used.

It should be obvious that a “one size fits all” educational system is just as damaging as a Procrustean Bed. Heads and legs too often are cut off in the pursuit of a uniform result.

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