Chapter 4: Learner Differences and Learning Needs

The superintendent of Country Pike school system decides to implement group IQ testing of all first and second graders in the schools. In the spring, all children are tested in class by their teachers. When the results come back from the test developers, they are listed by class and used by the school principals and teachers to develop "tracked' second and third grades the following fall. That is, based on scores, the children are assigned to high or low (and medium, where enrolment is sufficient) classes in each grade. Teachers of the classes are also shown the scores at the beginning of the year to help them adapt teaching methods to individual needs.

1. What is your overall reaction to the superintendent's program? What aspects, if any, do you like? What aspects, if any, do you dislike?

2. Evaluate the use of group IQ tests for making educational decisions about children? What are the advantages and disadvantages?

3. React specifically to the idea of using between-class ability grouping. Suggest and defend an alternative orientation (or modification) that would be more desirable for helping low-ability students.

4. How did your reflections on this case study prepare you to become more responsibly engaged in the world?