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Title : Why Streaming Kids According to Ability Is a Terrible Idea (Oscar Hedstrom) | Larry Cuban on School Reform and Classroom Practice
link : Why Streaming Kids According to Ability Is a Terrible Idea (Oscar Hedstrom) | Larry Cuban on School Reform and Classroom Practice
Why Streaming Kids According to Ability Is a Terrible Idea (Oscar Hedstrom) | Larry Cuban on School Reform and Classroom Practice
Why Streaming Kids According to Ability Is a Terrible Idea (Oscar Hedstrom) | Larry Cuban on School Reform and Classroom PracticeWhy Streaming Kids According to Ability Is a Terrible Idea (Oscar Hedstrom)
Oscar Hedstrom is a secondary school teacher in Melbourne, [Australia]. He is interested in creative and critical thinking in education. This appeared in Aeon(no date).
Mixed-ability classes bore students, frustrate parents, and burn out teachers. The brightest will never summit Everest, and the laggers won’t enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer at the demands of the collective, mediocrity prevails. In 2014, the UK Education Secretary called for streaming to be made compulsory. And as the former British prime minister David Cameron said in 2006: ‘I want to see it in every single school. Parents know it works. Teachers know it works.’ According to the Organisation for Economic Cooperation and Development, 98 per cent of Australian schools use some form of streaming.
Despite all this, there is limited empirical evidence to suggest that streaming results in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that ‘tracking has minimal effects on learning outcomes and profound negative equity effects’. Streaming significantly – and negatively – affects those students placed in the bottom sets. These students tend to have much higher representation of low socioeconomic backgrounds. Less significant is the small benefit for those lucky clever students in the higher sets. The overall result is relative inequality. The smart stay smart, and the dumb get dumber, further entrenching social disadvantage.
In the latest update of Hattie’s influential meta-analysis of factors influencing student achievement, one of the most significant factors – far more than reducing class size (effect: 0.21) or even providing feedback on student work (0.7) – is the teachers’ estimate of achievement (1.57). Streaming students by Why Streaming Kids According to Ability Is a Terrible Idea (Oscar Hedstrom) | Larry Cuban on School Reform and Classroom Practice
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