Gifted and Prepped
Gary Rubinstein, one of my most favorite education bloggers, has written a fantastically interesting post about his own experience with the kindergarten lottery/enrollment process in New York City. Anyone who's interested in the whether-where-high-profile-education-people-send-their-children-to-school-matters conversation should read this, as well as advocates of lottery or "choice" systems, gifted educators, and people who study school accountability and ratings. Gary has given his readers a real and honest window into all of this.
The New York City Public School lottery system, which I have read a lot about, just seems crazy. Calling it a choice system is a joke, unless you mean that the schools choose the students, not the reverse. And even for families, it's so complicated. I can't imagine most people can navigate it. And even many savvy parents don't navigate it on their own--they pay someone to help them navigate it. I remember reading an argument that this system is more fair than the previous system, and that may be so, but I don't know if that's saying much.
I also want to address the twenty children with a mediocre or bad teacher vs. forty children with a great teacher debate. I think that's a false dichotomy. First of all, as I've said here, I don't really believe in inherently great teachers (teachers are made not born) and I think that circumstances such as class size or total student load can help to make or break great teaching. Yes, some teachers are just bad at their jobs, no matter what, but good teaching is highly dependent on
The New York City Public School lottery system, which I have read a lot about, just seems crazy. Calling it a choice system is a joke, unless you mean that the schools choose the students, not the reverse. And even for families, it's so complicated. I can't imagine most people can navigate it. And even many savvy parents don't navigate it on their own--they pay someone to help them navigate it. I remember reading an argument that this system is more fair than the previous system, and that may be so, but I don't know if that's saying much.
I also want to address the twenty children with a mediocre or bad teacher vs. forty children with a great teacher debate. I think that's a false dichotomy. First of all, as I've said here, I don't really believe in inherently great teachers (teachers are made not born) and I think that circumstances such as class size or total student load can help to make or break great teaching. Yes, some teachers are just bad at their jobs, no matter what, but good teaching is highly dependent on
