Class struggles

Re Don’t limit the kids, Editorial April 30 At a time when inclusive education for all, universal design and individualized instruction are the ideas driving educational reform, it is more than ironic to learn that it is mostly teens from low-income homes that are self-streaming into applied courses. Since today’s teachers are better trained than ever to recognize and accommodate individual needs and strengths, it is also discouraging that teens opt for these courses in large numbers because they think they are “easier.” The real problem is not that students perceive practical courses as “easier,” but that they perceive academic courses as harder. It is no surprise that students lacking self-confidence, proper counselling, and even parental encouragement, will steer away from the more challenging road — even if it means limiting opportunities for achieving their potential. The most encouraging note in Kristin Rushowy’s article is that a school principal from a lower-income area is urging his staff to check whether students in applied courses “truly belong there” in order to ensure that “they are in the right place.” Good on Naeem Siddiq and North Albion Collegiate. But surely this should be happening at every high school as part of the guidance program. Salvatore (Sal) Amenta, Stouffville It is difficult to understand the antipathy toward streaming. It just doesn’t make sense to think that all kids, rich or poor, will be able to meet the same academic standards in our high schools. Those who struggle, and feel diminished in the classroom, are at risk for dropping out, or of becoming behaviour problems. Yet questions are being raised about the value of a university degree toward finding a job. How better to allow students who need a different academic program to receive the high school education and hands-on skills they can manage and use toward community college, jobs and success in life. Barbara McElgunn, Learning Disabilities Association of Canada, Toronto Surely we should realize that factors other than academic ability dictate how successful the educational process will be. Motivation, genetics, parental support and personal adjustment can all play a role in determining success or the lack of it. It would be nice if everyone were created equal in academic ability but that is just not the case and never will be. I support the suggestion that the choice of academic level be delayed until the second year of high school. That would at least create a level playing field at the beginning of one’s high school career. Al Truscott, Collingwood We should remember that applied learning actually focuses on hands-on, career-specific skills and training. Ontario’s economy faces a serious skills mismatch that must be addressed, in part, by a greater emphasis on applied learning. Never before have there been more options for students looking ahead to post-secondary education whether it is college, university or a combination of both. Applied learning is often the beginning of a successful career for many students from a wide range of backgrounds and family income levels. Let’s be careful not to label education options as though they were a hierarchy ; the best education is the one that is the best fit for a student’s interests and aspirations. Linda Franklin, President and CEO, Colleges Ontario Streaming never really went away. If we want it to disappear then we need to address the reasons behind it — long before high school. While it is true that everyone can learn, not everyone can learn at the same rate, breadth or depth. Some because of circumstances we can’t alter (yet) such as brains that learn differently; some because our education system (continues to) favour certain types of learners such as those who learn best with words and numbers; and some because of circumstances we could address (but as of yet have barely touched) such as childhood poverty. Currently, most schools function on a 19th century industrial model where students are processed by birth date and moved through the system based on a calendar date. Even now the Ministry of Education, in an attempt to save money, is making it more difficult for schools to receive funds for part-time mature students, who might need more time to master material, from taking a “victory lap.” If the focus shifted to learning, rather than education, if we designed learning to address learner variability rather than “two-size” (advanced/applied) fits all, and if competency is the marker for success rather than “seat time,” then “streaming” would be irrelevant. Kendra Grant, Mississauga