Linda Horton

Since beginning my job as Curriculum Analyst at Standards Company I’ve noticed several interesting issues and trends, but the one that stands out the most is the one where one seventh and one eighth grade class, both designated as “gifted” classes, were being taught by the same teacher.

Surprisingly, the majority of the samples from these two “gifted” classes (there were approximately 25 samples from each class) had to be aligned below grade level–many as low as fourth and fifth grade. (Please note: these were only samples of work from both classes so what the students’ assignments were before and after, I have no way of knowing).

However, the most surprising issue was that both classes were given the exact same assignments. I can understand two classes of the same grade being given the same assignments–even one that has been classified as an “average” class, and the other a “gifted” class–as you can always increase the rigor for the “gifted” class. But, why would a teacher use the same assignments for two different grades, especially since the seventh grade may have to repeat the same subject matter the following year?

In addition, the overwhelming majority of grades given by the teacher were A’s, which seems to indicate grade inflation as well as content deflation.

Which brings to mind these questions:

A.  What were the criteria used to determine “gifted” classes?

B. Is the same assignment appropriate at differing grade levels?

C.  Is the same curriculum being used across grade levels?

D.  What measures are in place to ensure students receive new content each year?

E. What selection process was used to find appropriate material for “gifted” or advanced classes?

F.  Is effective curriculum selection dependent on the number of years teaching?

G.  Does the grading system support content mastery?

Welcome to Blogs. This is your first post. Edit or delete it, then start blogging!