For they are not doing what they can’t yet do « Cooperative Catalyst

For they are not doing what they can’t yet do « Cooperative Catalyst:

For they are not doing what they can’t yet do

by Chad Sansing

Don't read on me by c

In mulling over the school to prison pipeline and the cosmetic differences between grouping and tracking, I’ve found myself asking the same questions over and over again:
Is there a link between early-childhood placement in a reading remediation program or scripted learning environment and eventual incarceration? (Don’t click if you hate Elseiver.) Even if there is only a correlative link, is it worth unpacking to find what, if any, role rigid instructional prescription plays in the lives and behavioral, cognitive, and moral development of our children?
When and where do we enforce such programs most strictly? Is there a correlation between the implementation of such programs and zero tolerance policies, tracking practices, and/or drop out and graduation rates?
What roles do we teachers play in the school to prison pipeline? Does our complicity in delivering remediation