If there’s one principle that should be a fixed star in America’s schools, it’s that educators should be expected to do all they can to help each student develop their gifts and fulfill their potential. This should serve as education’s version of medicine’s Hippocratic Oath.
Regrettably, California has decided to push educators to violate that oath.
In a well-meaning but hugely misguided effort to promote equity, the state’s Instructional Quality Commission earlier this year adopted a new Mathematics Framework that urges schools to do away with accelerated math programs in order to promote “heterogeneous grouping” of students.