Are Struggling Students Helped at the Expense of High Achievers?

The lowest-performing American students have made big achievement gains over the last eight years, but the performance of the top students has been "languid," according to a new study by the Thomas B. Fordham Institute. The study argues this is a pattern associated with testing and school accountability systems, including No Child Left Behind. A survey included as part of the study (and conducted by former Public Agenda staffers Steve Farkas and Ann Duffett) finds most teachers say struggling students are the priority in their school, with 81 percent saying these pupils are more likely to get one-on-one attention. "In a time of fierce international competition, can we afford to let the strongest languish?" asked Fordham president Chester Finn.

Public Agenda's own survey research suggests that parents aren't as concerned about advanced learning as they are about "the basics." Our Reality Check survey showed continued strong support for standards and testing, while concern about low standards in schools has fallen. But that doesn't automatically mean parents are calling for more advanced work in schools. In math and science, for example, our "Important But Not For Me" report suggests that most parents know advanced math and science education can pay off economically, but are fairly complacent about what their children learn. While nine in 10 parents in the Kansas City area say it is “absolutely essential” that students learn basic reading, writing and math skills, only 23 percent of parents and 26 percent of students believe it is essential to understand higher level material like calculus and physics.