Friends:

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A new policy paper from the Fordham Institute challenges the idea that programs for high-achieving students are inherently inequitable and argues that we should require every state to create and strengthen robust advanced programs.

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“This policy brief challenges those claims. It argues that, rather than harming marginalized students of high ability, these programs are the best way to maximize their achievement. That’s because interventions, including acceleration and readiness grouping, benefit high-achieving students from every sort of background while doing minimal harm to lower- and middle-achieving peers; more heterogeneous classroom groupings, however beneficial for some students (when done well), rarely succeed at educating students across the wide range of achievement at all grade levels. This reality is especially concerning when more effective methods exist to identify and nurture the talents and abilities of students who are Black, Hispanic, low-income, and otherwise underserved.”

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