I'm not sure I follow either of your points, entirely. In my view, ability is not a useless category - if by that, Jo, you meant that testing a child's intelligence is useless. (I'm not at all familiar with the UK system). Yes, economics play a role, and no system is completely fair - however fairness is defined. But no amount of private tutoring can make up for lack of brains. I know what I'm talking about - my parents have been tutoring rich dimwits for a long time. :-)
The reverse is unfortunately not true: there can be smart kids whose poverty makes them fail. They go to bad schools, lack family support - and so fail to develop their potential. I would argue that instead of "No Child Left Behind" (or affirmative action), the US should have lots more merit scholarships, and people actively trying to find out bright disadvantaged kids. But not via standardized tests - that's just BS, in my opinion. You have to talk to the teachers and the kids. Run science fairs, and math competitions, and talk to mentors who know them. That's how I'd do it if I ran the Education Dept.
The reverse is unfortunately not true: there can be smart kids whose poverty makes them fail. They go to bad schools, lack family support - and so fail to develop their potential. I would argue that instead of "No Child Left Behind" (or affirmative action), the US should have lots more merit scholarships, and people actively trying to find out bright disadvantaged kids. But not via standardized tests - that's just BS, in my opinion. You have to talk to the teachers and the kids. Run science fairs, and math competitions, and talk to mentors who know them. That's how I'd do it if I ran the Education Dept.
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