Two-thirds of the achievement gap for American children is due to the "summer learning loss". Here's how we fix that.
Is America's achievement gap crisis caused by long summer vacations? "In lower income neighborhoods, kids forget anywhere from two-and-a-half to three-and-a-half months of what they learned during the school year over the summer, while their middle-class peers break even or even make gains," says Karim Abouelnaga, CEO of Practice Makes Perfect. This startling statistic is why he started a different kind of summer school, one based on a chain of near-peer mentors, where kids are connected with college students and college students are connected with teaching professionals. "This model, where everyone is sort of a participant but also a beneficiary, creates this win-win-win situation for everyone, making summer school a lot more fun and exciting." Why do some eighth grader students only have a fourth grade reading level? Theoretically speaking, they’ve only been in school for half the time, says Abouelnaga. To find out more, visit practicemakesperfect.org.
Humans worship at the altar of excellence, but is our complete obsession with this "quality controlled" mode of intellect holding us back?
We want our surgeons to be excellent. We wants our classical music performers to be excellent. But do we really want excellence everywhere? This is the provocative line of thought economist and mathematician Eric Weinstein is currently chasing. We've figured out how to reliably teach excellence, which is useful — but there is a trade-off. Individuals and education institutions become hyper-focused on cutting variant individuals to a certain shape, pushing them into a mold so they can passably imitate the "excellent" population, but not really perform. "The key question is: who are these high-variance individuals? Why are our schools filled with dyslexics? Why are there so many kids diagnosed with ADHD? My claim is these are giant underserved populations who are not meant for the excellence model." To that end, Weinstein suggests that the label of 'learning disabled' is severely misguided. Perhaps we should call this phenomenon what it more accurately is: a teaching disability. How much genius is squandered by muting the strengths of these populations?