Re: Kindergarten Reading Exit Exams

[Jim Nickola <jnickola@MEDIAONE.NET>]

The suggestion below, to me, seems quite reasonable and more natural than
trying to force everyone (or most) to progress at the same level. The
problem is one of resistance to shifts in paradigm. This one-size-fits-all
mentality is so engrained in our society that it's hard to change and adapt.
But that doesn't mean we should just quit. We have to keep at it.

Best regards,

Jim Nickola
jnickola@mediaone.net
-----Original Message-----
From: Assessment Reform Network Mailing List
[mailto:ARN-L@listsrva.CUA.EDU]On Behalf Of Scott Hays
Sent: Saturday, February 16, 2002 2:06 PM
To: ARN-L@listsrva.CUA.EDU
Subject: Re: Kindergarten Reading Exit Exams


Linda Cirincione writes:
>I have to say that I get a bit tired of the grade level debate "to
pass...or
>not to pass....". That is NOT the question! Our entire public school system
>is based on a false premise: that all kids of the same age can function at
>the same level in every subject. THIS is the real issue that needs to be
>addressed. If anyone suggested that a university be run this way, the
person
>would be laughed (or thrown) out of the discussion.

>What we need to do is run the public schools on the same type of basis that
>we would run a college program:

>1) there is a "core curriculum" of mandatory subjects & levels (ie. Reading
>802, Writing 301, Math 501, etc.) that a child must have proven proficiency
>in ... (through seven other insightful points)

Let me add an even simpler solution ... one that, by nature, offers most of
the advantages that your seven-point program offers (and could include most
of it, too).  Specifically, how about small, multi-graded classrooms (with
four or five "grades" in the room, not just the two normally referred to as
a "multi-grade classroom"), in which students work in flexible groupings at
different levels by ability/skill rather than chronological age?



Scott Hays

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