Home Learning Study materials video Std 6 DD Girnar/Diksha portal video
This paper argues that for most of the 20th century, schools have constructed multiple categories of "unlikeness" or unlike ability, and that these categories were created or soon appropriated to mean "children who cannot learn together." Important evidence collected throughout the century, but most especially in the past twenty years, reveals that school categories favoring children's likeness, rather than their "unlikeness" promise to improve educational fairness and the country's educational quality. Ability grouping has been bolstered by the argument that equal opportunity in a democracy requires schools to provide each student access to the kind of knowledge and skills that best suit his or her abilities and likely adult lives. To make the argument more palatable in a culture that, rhetorically at least, values classless and colorblind policies, educators and policymakers have reified categorical differences among people. So, in contemporary schools, there are "gifted" students, "average" students, "Title I" students, "learning disabled" students, and so on, in order to justify the different access and opportunities students receive. Assessment and evaluation technology permits schools to categorize, compare, rank, and assign value to students' abilities and achievements in relationship to one another (as well as to students in other schools, states, and countries-past and present). Homogeneous grouping began in earnest early in the 20th century. It matched the prevailing IQ conception of intelligence, behavioral theories of learning, a transmission and training model of teaching, and the factory model of school organization. It fit with schools' role in maintaining a social and economic order in which those with power and privilege routinely pass on their advantages to their children. Homogeneous grouping embodied a belief that permeated schooling during the 20th century-that we understand most about students when we look at their differences, and the more differences that can be identified, the better our understanding and teaching. Homogeneous grouping provided policymakers and educators a way to "solve" an array of problems attributed to the growing diversity of students. New immigrants needed to learn English and American ways. Factories needed trained workers. Urban youth needed supervision. And schools needed to continue their traditional role of providing high-status knowledge to prepare some students for the professions. Policymakers defined equal educational opportunity as giving all students the chance to prepare for largely predetermined and certainly different adult lives. Concurrently, two phenomena shaped a uniquely American definition of democratic schooling: (1) universal schooling would give all students some access to knowledge; (2) IQ could justify differentiated access to knowledge as a hallmark of democratic fairness. While most current grouping practices don't rely on IQ-at least exclusively-the early dependence upon it set a pattern that continues today. Standardized achievement tests, strikingly similar to IQ tests, play an important role in dividing students into ability groups and qualifying students for compensatory education programs; standardized language proficiency tests determine which class "level" is appropriate for limited English students. In conjunction with other measures, IQ remains central in the identification of gifted and cognitively disabled students.
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