'Journalism for Justice/Storytelling for Sustainability: News Media Education for a New Future'
Today, what is replacing our US 99% voice in mainstream media outlets is this structure called 'STORYTELLING'. People who are STORYTELLING are not MOVERS AND SHAKERS in JOURNALISM------they simply sit in a media room and discuss their lives or their community. ACADEMIC journalism by 99% WE THE PEOPLE used to be what was read in mainstream newspapers---heard on local news channels---read in national and local journals.
ALL THAT US 99% VOICE DISAPPEARED THESE FEW DECADES REPLACED BY GROUP SPEAK 5% MEDIA PLAYERS.
What we do with our organization was the writing appearing in mainstream MEDIA. Today, we are said to be TELLING OUR STORY.
The designation of our US students into categories like ADVANCED PLACEMENT----GIFTED AND TALENTED sent those family members off to IVY LEAGUE schools whose only goal is growing the wealth and power of global corporations.
10 Characteristics of the Gifted Child -
The term “gifted” has been thrown around in public education circles for decades – often misused, misdiagnosed and misunderstood. Gifted children may present in various ways; some are positive characteristics and some, are not as desirable. When determining giftedness in a student, it is essential to take a number of factors into .
JOHNS HOPKINS CREATED A GIFTED AND TALENTED ---HARVARD/COLUMBIA-----TAKING THE VOICE OF OUR COMMUNITIES TO BEING THE GROUP SPEAK OF ONE WORLD FOR ONLY THE GLOBAL 1%.
'LETS RETIRE THE 'GIFTED AND TALENTED' LABEL'
This is how our US CITIES were able to be made FAILED STATES-----we lost our public K-university academically strong students.
Since ROBBER BARON few decades is over---and MOVING FORWARD ONE WORLD DEEP DEEP REALLY DEEP STATE is advancing global banking 1% no longer needs that label of GIFTED AND TALENTED.
Below we the the subpriming of even that label of IVY LEAGUE----where ordinary universities are now being called ELITE IVIES. Meanwhile, our US public universities liberal arts and humanities-----STEM are being closed for lack of FEDERAL funding.
'NEW' elite schools expanded during BUSH ERA 2006
When we discuss NOSY NEIGHBORS AND THE GANG and THE NETWORK-----these 'new' elite IVIES with grads identified as GIFTED AND TALENTED ----are those calling themselves 'US'----not 'THEM' and they will be those 5% freemason/Greek players thrown under the bus.
America's 25 New Elite 'Ivies'By Newsweek Staff On 8/20/06 at 8:00 PM EDT
You could call it a classic case of supply meeting demand. A generation ago, elite schools were a clearly defined group: the eight schools in the Ivy League, along with such academic powerhouses as Stanford, the University of Chicago, MIT and Caltech. Smaller liberal-arts colleges—like Williams, Amherst, Middlebury, Swarthmore and Wesleyan—were the destinations of choice for top students who preferred a more intimate campus. But in the past few decades, the number of college-bound students has skyrocketed, and so has the number of world-class schools. The demand for an excellent education has created an ever-expanding supply of big and small campuses that provide great academics and first-rate faculties.
The bottom line: that one "perfect" school need not break a student's heart. The colleges on the following list—the "New Ivies"—are beneficiaries of the boom in top students. We selected them based on admissions statistics as wellas interviews with administrators, faculty, students and alumni. In some cases, admissions directors have also provided examples of "overlap" schools—rivals for applicants to the colleges on our list.
Chestnut Hill, Mass.
Founded by Jesuits to teach the sons of Irish immigrants, BC today serves 9,000 undergraduates and 4,500 graduate students. About 70 percent of the student body is Roman Catholic. The school's growing popularity among students from around the country has meant a 39 percent increase in applications in five years. "The greatest thing about BC is that you have the opportunity to pursue your individual passion or take electives," says sophomore Carly DeFilippo of Madison, Conn. Students appreciate the strong academics, but also seek out other opportunities. That means wide participation in student government, theater and intramural sports. High-profile alumni include actor Chris O'Donnell and "Saturday Night Live" star Amy Poehler, who were both onstage while at BC. Boston itself is also a major appeal; the campus is about five miles west of downtown.
Location's high on the list of reasons students flock to Bowdoin. The star attraction: the Atlantic. The school owns 200 acres of beautiful research property on Orr's Island, off the rocky coast of Maine. In winter, students have plenty of space to ski cross-country. Not surprisingly, Bowdoin draws many mountain climbers, kayakers and hikers. Bowdoin's students work hard, but the atmosphere is not as intensely competitive as at comparable schools. The most popular major is government and legal studies, followed by economics, English, history, biology, sociology and environmental science. Bowdoin phased out its fraternities a decade ago, and most students now live on campus. Dorms are small—about 30 to 50 students per building—and feel more like apartments. Students praise the food. The school even serves fresh lobster at the first-year banquet. Overlap schools: Williams, Amherst, Brown, Dartmouth and Middlebury.
A major national research university, Carnegie Mellon serves 5,500 undergrads and 3,000 grad students in seven colleges reflecting CMU's academic diversity: Carnegie Institute of Technology (engineering), the College of Fine Arts, the College of Humanities and Social Sciences, the Mellon College of Science, the Tepper School of Business, the School of Computer Science and the Heinz School of Public Policy and Management.
Students have to apply to specific schools. Last year, CMU received a record 18,864 applications and admitted 6,357. The drama program in the College of Fine Arts has the most competitive admissions; engineering is the most popular major overall, but business is catching up. Students laud Pittsburgh. "We have all the amenities of a nice-sized city, but not the hustle and bustle of a city like Chicago or New York," says Mike Hall, associate director of admission. CMU is known for fostering entrepreneurial spirit: staff, faculty, students and alumni have created or spun off more than 170 companies from the university since 1995. That reflects CMU's sterling academics; 15 faculty members and alumni are Nobel laureates.
Overlap schools: Cornell and MIT. Business students sometimes overlap with the University of Pennsylvania, and music students with Juilliard and the Eastman School of Music.
Claremont Colleges: Harvey Mudd and Pomona
Located 35 miles east of downtown L.A., the five Claremont Colleges (and two grad schools) offer the range of a university with the intimacy of a small college. Harvey Mudd attracts students who might otherwise go to MIT, Caltech or Stanford. Pomona's are likely to apply to schools like Amherst and Williams. With just 700 undergrad-uates, Harvey Mudd is looking for serious math and science students who have interests outside the classroom. About a third of the class majors in engineering. About two thirds of the classes have fewer than 20 students. The schools stress an honor code; most exams are take-home. The first term is graded high-pass, pass and fail. Students who get several high-pass marks typically get a letter from the dean of students inviting them to find ways to contribute to the campus. "We call this the 'get a life' letter," says Peter Osgood, director of admission.
Pomona traditions abound—like "death by chocolate." During reading period in December, the school gives out thousands of pounds of chocolate and desserts—free. In February, the school celebrates Ski-Beach Day, when students board buses bound for skiing in the morning and swimming at the beach in the afternoon. Each is 45 minutes away.
Back in 1871, Colby became the first all-male college in New England to admit women. Since then, it's been attracting a diverse group of applicants, including, in the incoming class, from Ethiopia, Zimbabwe and Vietnam. That worldliness goes both ways. Seventy percent of students study abroad. Though Colby is small, with a freshman class of about 500, it offers 53 majors. The most popular are economics, biology, English and government. The school lures students who love the outdoors, and it boasts strong programs in the environmental sciences and plenty of opportunity to ski, rock-climb and fish.
Overlap schools: Bowdoin, Dartmouth, Middlebury and Bates.
Can't decide between a university and a small liberal-arts college? Colgate has both, in an upstate New York setting that includes a lake and a golf course that Golf Digest rated as one of the top five collegiate courses in the United States. Naturally, the school has a Division I golf team. Colgate is "great for athletes, great for serious students and great for people who want to combine both," says Gary Ross, dean of admission. Despite a relatively small freshman class—about 750 students—Colgate offers an array of academic opportunities. The school runs 24 of its own study-abroad programs, with its own faculty; about 66 percent of the students at some point head for places like Australia, Japan, China and South America. Colgate is also the only college in the United States that offers students the chance to study for a semester for credit at the National Institutes of Health in Bethesda, Md. Students, mainly premeds or science majors, can spend fall or spring at the NIH. Overlap schools: Cornell, Dartmouth, Middlebury and Georgetown.
This private liberal-arts college of 1,600 has benefited from a recent surge in interest. Last year, 3,900 students applied for the class of 2010; only 30 percent were accepted. A decade earlier, admissions officers were sifting through about 2,800 applications. "We look, feel, sound like a New England liberal-arts college—but we're in North Carolina," says Christopher Gruber, dean of admission and financial aid. About a third of students are from the Southeast. The most popular majors are biology, economics, English, history and political science. Students can also concentrate in a particular area within a major—for example, biology with a concentration in medical humanities.
Overlap schools: University of North Carolina, Duke, University of Virginia, Georgetown, Vanderbilt, Rice, Boston College, Pomona, Stanford and the Ivies.
In 2005, applications to Emory climbed 18.5 percent from the previous year and came from all 50 states, proving that the school had surpassed its reputation as only an excellent regional school. Students often cite Emory's Atlanta location, which makes it easy to get internships and jobs, as well as to cross-register with the other colleges in the area. But as a major university, Emory has plenty to keep students busy on their own campus. Some students start at Oxford College, Emory's smaller two-year division, and then continue on to "big Emory" for their junior and senior years. Oxford has just 650 students and its own faculty.
Overlap schools: Duke, Washington University in St. Louis, University of Pennsylvania, Georgetown, University of Georgia, University of Virginia and University of North Carolina.
Kenyon "has shifted from a backup school to a first choice," says Jennifer Delahunty Britz, dean of admission and financial aid. "We tend to get very intellectually diverse kids—students who want to major in biology and English." Although the school is intellectually rigorous, students say its atmosphere encourages collaboration rather than competitiveness. The student-faculty ratio is just 9 to 1, and the average class has only 14 students. Many faculty live within a bike ride of campus, which further encourages a sense of community. Kenyon is often called a writer's college, and graduates include "Seabiscuit" author Laura Hillenbrand and E. L. Doctorow. Students can stay fit in a $70 million athletic center that opened in January.
St. Paul, Minn.
Macalester students are passionate about academics, politics and extracurriculars, says Lorne Robinson, dean of admissions and financial aid. Being in St. Paul helps. Most small liberal-arts colleges tend to be in rural areas or small towns. Macalester's 1,840 students—all undergraduates—come from 80 countries and all 50 states. Despite its size, Macalester's catalog lists 750 courses. The most popular majors: political science, economics and biology.
University of Michigan
Ann Arbor, Mich.
Senior Nicole Stallings, president of the Student Assembly, chose the school because "I felt like no matter what I decided, there would be a good program." That range of excellence is a huge attraction of this world-class research university. From engineering to the humanities to medicine, Michigan is at the top of just about every list of academic leaders. Many out-of-state students come for the competitive honors program in the College of Literature, Science, and the Arts (LSA), which usually includes 1,700 to 1,800 students a year—or 10 to 11 percent of LSA undergrads. Honors students get smaller class sizes and can choose to live in a dedicated area of campus. That makes it a small grouping within the larger university, which serves 25,500 undergrads and 14,500 grad students.
Overlap schools: New York University, University of Pennsylvania and Northwestern.
New York University
New York, N.Y.
NYU is not for the timid. In the heart of Greenwich Village, there is no traditional campus. The urban experience is apparently appealing: this past season, there were a record 34,944 applications. The previous record? The year before. They're attracted by strong programs in NYU's eight colleges.
Arts and Sciences is the largest (the most popular majors are politics, journalism and English). The Tisch School of Performing Arts, with about 700 freshmen, is one of the hottest arts schools in the country. Although living in Manhattan is obviously key, NYU also promotes study abroad. Two years ago the school opened a site in Ghana; the newest addition is Shanghai. NYU is setting up broad curriculum programs at each of its sites so that students from all majors can participate. And back in the big city, there's no chance to get bored: NYU offers more than 2,500 courses and 25 different majors.
University of North Carolina
Chapel Hill, N.C.
If a moviemaker needs an idyllic setting for a film about college life, Chapel Hill might be just the place. Elegant buildings, many in Greek Revival style, dot the lush campus filled with dogwoods and azaleas. For a prestigious public university, the atmosphere is relaxed, many students say. "It's a combination of absolutely first-rate academics and a wonderful sort of collaborative, low-key culture," says Stephen Farmer, director of undergraduate admissions. Junior Heath Nettles, an education major, grew up aiming for UNC, his father's alma mater. "I sometimes tell people I had blue blood," he says, referring to the school colors. When he hears the James Taylor song "Carolina on My Mind," he says, "my heart skips a beat." The 3,838 incoming freshmen (out of 19,688 applicants) can expect to have a similar reaction. Most popular majors: business, English, psychology, biology and history.
University of Notre Dame
South Bend, Ind.
It can't be the weather. "This is not God's paradise," says Dan Saracino, assistant provost for enrollment, of Notre Dame's northern Indiana location, where the temperature can sink well below freezing in winter. So why do so many alumni and students love the place? Many cite the unique spirit of this Catholic university. More than half of entering freshmen say Notre Dame is their first choice—an unusually large number. "When we survey students and ask the three things they think about when they think of Notre Dame, they'll say tradition, faith and academics," Saracino says. And, of course, football: the legendary Fighting Irish.
Notre Dame students are not slackers; 95 percent graduate in four years. (Only Harvard and Princeton have equivalent records.) Appropriately for a religious school, more than 80 percent of students are involved in community service—and more than half study abroad. Each year more than 10 percent of graduates go into community-service positions, such as the Peace Corps or AmeriCorps. Although 83 percent of the students are Catholic, religion doesn't play a role in the admissions process, says Saracino.
Olin College of Engineering
Over the past 60 years, the Olin Foundation has built 76 buildings on 68 campuses around the country. In a final testimonial to founder Franklin W. Olin (an engineer and entrepreneur), the foundation decided to build a college of engineering. The foundation endowment, about $450 million, was transferred to Olin, which enrolled its first class in 2001. The school has an independent spirit that's reflected in the admissions process. Faculty and staff evaluate applicants and make recommendations to the admissions committee, which then invites about 180 of them to campus for a two-day evaluation.
Admission to Olin, which doesn't charge tuition, is highly selective; the school lands students who might otherwise pick MIT or Caltech. With just 300 undergrads, Olin "feels like your second family," says senior Adam Joe College, of Clearwater, Fla. An electrical- and computer-engineering major, he wants to get a master's in technology entrepreneurship and start his own business—a goal of many Olin students.
Who is the ideal Reed student? "Reed is for independent-minded, intellectually passionate students, people who care about ideas, people who challenge conventions," says Paul Marthers, dean of admission. Reed ranks in the top three of U.S. schools for the percentage of graduates who earn Ph.D.s, and it has produced 31 Rhodes scholars. The required curriculum includes a Great Books core: Virgil, Homer, Aristotle, Plato, selections of the New Testament and Greek and Roman plays. About a third of students major in science and math, a third in social sciences and a third in arts and humanities. Students must produce a thesis, which is then bound and put in Reed's library.
Rensselaer Polytechnic Institute
Applications to RPI were up 23 percent in 2005—a reflection of the school's reputation as an educator of scientists and engineers. The class of 2010 is 29 percent female. Students like the school's state-of-the-art facilities, including the Center for Biotechnology and Interdisciplinary Studies. RPI also operates a co-op program that lets students work at companies like IBM. Hockey is big on campus; RPI has a Division I team that's won two national championships. Skiing is also popular; the campus is just 45 minutes from the Adirondacks and the Catskills.
Although Rice is located just three miles from downtown Houston, the 300-acre campus is pastoral. The private university's nine residential colleges were inspired by Oxford and give students an opportunity to belong to a more intimate group. Each college has a "faculty master" selected by students, other masters and the president. The emphasis on student-faculty interaction is echoed in the classroom, where the median class size is 15. Many students like the fact that Rice has Division I sports, including a top baseball team. About 40 percent of students double-major, often pairing economics with engineering or political science.
Overlap schools: Stanford, Harvard, MIT and Duke.
University of Rochester
Over the past decade, this small, private university has dramatically changed its curriculum. "We threw out general education," says Jonathan Burdick, dean of admissions. Students now pick all their courses. As a research institution, Rochester is particularly strong in science and engineering, but liberal arts are also popular, along with music and nursing. About 70 percent of humanities students study overseas, and about 80 percent go to grad school. Most students live on campus, which is some distance from downtown Rochester.
Overlap schools: Cornell, Brown, Tufts, NYU and Northwestern.
Saratoga Springs, N.Y.
Consider the location: a picturesque small city (with good restaurants) that's three hours from New York, Boston and Montreal. That's great for students who don't want to study in an urban area, yet want access to big cities. Skidmore offers a broad curriculum, with traditional majors in the liberal arts and sciences, but also in subjects like management and business. The college is strong as well in individual and performing arts. Saratoga Springs has the oldest Thoroughbred racetrack in the United States. It's the permanent summer home of the New York City Ballet and the Philadelphia Orchestra. The school runs its own programs in London, Spain, Paris, India and Beijing, and is affiliated with many other overseas programs.
Overlap schools: Vassar, Connecticut College, Wesleyan and NYU.
Applications to this medium-size university in a Boston suburb have increased 80 percent in the last decade. Lee Coffin, director of undergraduate admissions, says the school's mission is why. "We're using the intellect to make a difference in the world," he says. "Look at the liberal arts. Look at the engineering fields. How do you take these disciplines and interpret them broadly?" Students are expected to take what they learn and find real-world applications. That would mean, say, that a civil-engineering major would volunteer to help rebuild New Orleans. It's not surprising that international relations is the school's most popular major, followed by economics, political science, psychology and child development. More than 40 percent of students study abroad. Tufts stresses foreign languages, with full majors in Latin, Chinese, Japanese and Russian.
Overlap schools: Brown, University of Pennsylvania, Georgetown and Cornell.
University of California, Los Angeles
Los Angeles, Calif.
UCLA this past year received a record 47,307 applications; 12,221 got in. Location, moderate cost for California residents and lots of course choices are big selling points, says Vu Tran, director of undergraduate admissions. The College of Letters and Sciences represents about 80 percent of undergrad programs, with the rest in the schools of engineering and applied science, arts and architecture, and theater, film and TV. The most popular major is biology or biology-related majors like biochemistry, followed by psychology and political science. Because UCLA is a public university, most students are from California, but 10 percent of this fall's freshmen are from out of state and 3 percent are from abroad. Major building projects include theaters, studios, the California Nanosystems Institute and enough dorm space so that students can live on campus all four years.
Founded in 1873 by Cornelius Vanderbilt, the university appeals to students who want an urban school with a small-town feel. The campus is so full of shrub and tree varieties—300 in all—that it was designated a national arboretum in 1988. Vanderbilt requires all undergrads to live on campus—unusual for a city school but also "critical" to creating a cohesive student community, says John Gaines, the associate dean of undergraduate admissions. About two thirds of students study liberal arts. The rest are in the schools of engineering, education and music. The most popular major is human and organizational development, followed by economics.
Overlap school: Duke.
We discuss often how these few decades school administrators were pushed by politicians et al to graduate ADVANCED AND GIFTED K-12 students and as result many students in these categories were not REALLY advanced or gifted---they were average students.
These are the students applying to those 'NEW' IVIES------and these are today's 5% freemason/Greek players ON THE NETWORK thinking they are 'US' not 'THEM'. We keep saying to people on THE NETWORK-----I'm afraid you guys are indeed THEM ----not US.
During OBAMA era the RACE TO TOP COMMONER CORE goals were to end these pathways to GLOBAL IVY LEAGUE by curtailing FEDERAL FUNDING for these programs. Today's US former IVY LEAGUES like HARVARD/YALE, COLUMBIA/PRINCETON---U OF CHICAGO----STANFORD----now simply global corporate PRODUCT PATENT MILLS-----are filling those IVY LEAGUES with CRONYISM------family connections over ACADEMIC TALENT.
THESE SCHOOLS NOW SIMPLY ROTATED CONNECTED FAMILIES----GLOBAL 2% NEED NOT BE GIFTED OR TALENTED.
Back in DARK AGES any peasant found to be GIFTED/GENIUS simply fell into tutoring as was given to ROYAL family. There was no separate school system to promote gifted/talented.
THAT IS WHY WE SEE BELOW ALL THESE HEADLINES---PRETENDING THESE EDUCATION STRUCTURES ARE ENDING FOR SOCIAL JUSTICE----EQUALITY.
- Rethinking Giftedness on Vimeovimeo.com/241875015 But labels and ideas of smartness and giftedness carry with them fixed ideas about ability, suggesting to students that they are born with a gift or a special brain. When students are led to believe they are gifted, or they have a “math brain” or they are “smart” and later struggle, that struggle is absolutely devastating.
- Differentiating Learning for Gifted Students - NSGTwww.nsgt.org/differentiating-learning-for-gifted... Finally, the labels used for classification and grouping would have to be replaced by an acceptance of differences as the rule. Using Borland’s conditions as well as other recommendations noted above, schools should make it a priority to engage in action that will increase the likelihood that gifted students will receive the educational program they need and require.
- ‘Diversity’ plan would destroy the city’s school system to ...nypost.com/2019/08/27/diversity-plan-would... Ending all Gifted & Talented education is the most obviously rotten idea: It’s sure to prompt white (and Asian) flight from the public schools, and so guarantee decreased diversity.
- If New York City eliminates gifted programs, here’s what ...brooklyneagle.com/articles/2019/08/28/if-new... And although some elements of gifted admissions and programming have changed over time, cutting gifted classes altogether has long been viewed as a political impossibility, since doing so risks ...
The recommendation that has been driving the most fear and debate is our suggested phase-out of gifted and talented programs (or G&Ts) and the creation of new ways to identify and invest in ...
There are BELL CURVE average----above average---below average students---and then there are GENIUSES. That has been how our US public schools have worked----GENIUSES have never fallen into COMPLIANT EMPLOYEES.
This article is an insult to what our US PUBLIC SCHOOLS promoted in all students-----parents along with teachers these few decades of intense competition simply CORRUPTED a working tiered level of education found in each classroom. PARENTS WANTED THE LABEL GT EVEN IF SCHOOLS WERE JUKING THE STATS.
How the gifted and talented label could sink your child's chance of success
Texas Instruments brought Rover, its first robot for education use, to meet the students at William B. Travis Academy
Vanguard for the Academically Talented and Gifted in Dallas.
The students learned to use calculators to program Rover to dance.(Texas Instruments)
By Ramy Mahmoud|Contributor
6:00 AM on Jul 27, 2018
As parents, we all want the same for our kids academically -- to be successful. But what does that mean? For some, success may be meeting the minimum standard for their age. For others, it may entail staying ahead of that standard curve.
But a growing number of parents do not consider their children successful unless they reach the holy grail of developmental distinction: gifted and talented, or GT.
Perception seems to dominate so much of our decision-making: the car we drive, the home we live in, the clothes we wear. The need to be perceived in the most positive light drives us to try to look our best, especially when others are watching. For many, that drive has extended to our children, as their success reflects our parenting.
It's the mentality that everything must always be perfect; that labels will control our future. There are the occasional kids who develop this mentality purely based on societal pressures, but as an educator, I learned that a single phone call home can reveal so much about the family dynamics that have led to this type of learner.In general, when students receive some form of academic recognition, they absolutely deserve applause and praise for that accomplishment.
But many parents place uncomfortably high demands on their children to receive such praise. For example, when a student qualifies as GT at the elementary level, it makes local newsletters in some communities. A denial to this program in our district can be the equivalent of a rejection letter from Harvard, and many parents see this comparison as valid.
So they invest in their children attaining the GT label. Before kindergarten, many parents pay for the best preschools and online resources. When the children start school, parents drill their kids on being the best in their class at every task. Some even hire elementary tutors to prep the kids for the cognitive aptitude tests to qualify for GT, because others in the community have shared exactly what the child "needs to be able to do" to pass the test.
The emphasis becomes to fit into a mold, and prioritizing this need creates learners who will forever choose conformity over exploration. As they progress, when given the opportunity to do what they know or try something new, these students will always choose the safe option; the one where high praise and a high score are guaranteed. The goal for each future course will be to get that A+. Classes and their teachers will become obstacles, each with the potential to shatter this fragile perception of perfection.
They become extremely good at memorization, following instructions and otherwise playing the game of "school." For years, the educational system has revered these learners, as their test-taking skills often grant the campus high distinctions based on standardized tests. But as these students are moving into adulthood, something is becoming glaringly obvious.
Throughout the 20th century, there was a high need for compliant employees; those who could replace and be replaced without disruption. But the types of jobs in which you're given a manual on the first day that tells you everything you'll ever need to know are evaporating. If it's programmable, it's been programmed, or outsourced at the very least. After years of meticulous adherence to instruction, so many of the high-demand jobs now and in the future require us to create next steps, find solutions and develop unscripted pathways.
So our "brightest" kids are finding themselves completely inadequate based on today's standards, and that façade of perfection has crashed to the floor.
The irony is that what typically distinguishes the GT learner at an early age, from a teacher's perspective, is the ability to handle abstract concepts, to make unique connections and think divergently. So parents who work so hard to conform to the checkpoints of the GT label may in fact be brainwashing their naturally gifted children. The kids who might naturally possess every quality needed in today's workforce are being taught to abandon such thought processes in order to be "successful."
Higher education is recognizing this trend, and slowly much more emphasis in college admissions is being placed on the "whole child." Beyond GPA, class rank and the GT label, we're recognizing how an applicant's willingness to take risks and overcome failure are much better indicators of academic caliber.
So here's a crazy thought. What if, instead of trying to manipulate a system for your child, you simply let your child explore his or her own capabilities? Let the child find where he or she excels; let the child experience struggle.
Trust in your child's teachers to constantly challenge students. If those trained professionals see a need for your child to be challenged beyond that of the typical day, let them suggest GT screening.
What if we stopped defining success as an absolute standard and started thinking of it more fluidly?
What if success were as simple as making yourself better today than you were yesterday? What if it meant something completely different for you depending on the day or task at hand? Using this way of thinking, consider: If I tell you all parents share the goal of seeing their children succeed, now what can we do to support that success?
The articles above state the obvious----what filled our US PUBLIC K-12 was not capturing ADVANCED OR GIFTED students in many cases-----it became a pathway for students who would never get into an IVY LEAGUE to do so. The subpriming of US IVY LEAGUES came with the abuse of artificially created tiering which did not exist while our US PUBLIC SCHOOLS did a great job educating 99% WE THE PEOPLE.
MOVING FORWARD ROBBER BARON SACKING LOOTING REQUIRED MORE BOOTS ON GROUND THEN NORMAL IVY LEAGUE SCHOOL GRADUATED.
'So here's a crazy thought. What if, instead of trying to manipulate a system for your child, you simply let your child explore his or her own capabilities? Let the child find where he or she excels; let the child experience struggle'.
Today, on THE NETWORK---that public surveillance structure having people talking down at we ordinary humans-----is filled with graduates of IVY LEAGUES who would have never attended these schools. IVY LEAGUE is about wealth and family connections---it is CRONY tied to OLD WORLD ROYAL FAMILY.
Below we see the 'US' and 'THEM' ----
'they are completely unable to see the disconnect that they have made with anyone who is not part of the royal, “we.”'
All of the confusion surrounding who is 'US' and 'THEM' came from this subpriming of entry into IVY LEAGUE.
Either you are a genius-----or global banking 1% IVY LEAGUES don't need you----they are filling today with the global 2% of extremely wealthy families.
Do Ivy League universities promote elitism?
In fact, Ivy League universities are the definition of elitism. People might even begin using the royal, “we” to refer to themselves. Because they identify so very strongly with the elite system that they have joined, they are completely unable to see the disconnect that they have made with anyone who is not part of the royal, “we.”
In the Ivy League, the kids become so caught up in their own “specialness” that they think that “we” are the only ones who can “literally change the world” and that every other brilliant and high achieving individual out there is just satisfied to be a nobody. But the actual truth is that the Ivy grads are given a lot of privilege by virtue of pedigree, and ultimately it creates a sense of entitlement. It also creates ACTUAL entitlement. It is a lot easier to get jobs, promotions, positions, etc. based on the name recognition. Also, the secret societies exist. There is a lot of cronyism and inbreeding that heavily reinforces the privilege and the elitism.
Look at the SCOTUS and the POTUS and the denizens of Wall Street. Almost all of them are Ivy graduates. That fact is not due to a lack of other qualified individuals, by the way. Did you know that pretty much half of Harvard grads go on to skim money off the economy by working in the hedge fund sector? Financial “takers” are definitely the number one “product” of the League.
These takers go on to buy their own candidates and run the country, ostensibly as “liberals” which makes them feel better. But this is the elite, and these are the ones who will run your life for better or for worse. Usually worse, unless you are part of the elite.
There are very many wonderful, smart, ethical, kind, and giving kids in the Ivy system. But the more wonderful they actually are, the more they struggle against the pull towards negative values such as pride, money, elitism, and status seeking. The kids who recognize this and come out stronger and better people are truly special. They are not the problem. The problem is the system, and the stranglehold that it has on our increasingly global society.
Global banking 1% installed all that ADVANCED PLACEMENT/GIFTED AND TALENTED to create POPULATION TENSIONS----when our US PUBLIC SCHOOLS were EGALITARIAN. Students showing GENIUS were always identified early and channeled other education sources.
THESE GIFTED AND TALENTED structures were FAKE----not real populist education policies. There will be no more funding of PUBLIC SCHOOLS---and corporate schools will not cater to SPECIAL NEEDS----including those students more academically advanced.
GENIUSES ARE THE ONLY INTEREST GLOBAL BANKING 1% HAVE IN MOVING FORWARD.
This is how CLINTON/BUSH/OBAMA got those 5% freemason/Greek players thinking themselves ----'US' not 'THEM' when indeed they are 'THEM'.
Those expanded IVY LEAGUE colleges over these few decades will very soon see that designation disappear as well. The only real IVY LEAGUE universities are tied to OLD WORLD 1000 YEAR OLD universities attended by only the global 1% and their 2%.
Should Gifted and Talented Education Be Eliminated?
A New York City panel recommended ending gifted and talented programs in an effort to desegregate the city’s public schools. Is this fair?
Students and parents protested Mayor Bill de Blasio’s approach to integration in Manhattan earlier this summer.
Gabriella Angotti-Jones for The New York TimesBy The Learning Network
- Sept. 5, 2019
Last month, an educational task force created by Mayor Bill de Blasio to find ways to desegregate New York City’s school system released a proposal calling for the elimination of the city’s gifted and talented programs.
Should gifted and talented programs be abolished to promote equity and fairness, and to help desegregate public schools? Or is that unfair to students labeled gifted?
The article “Should a Single Test Decide a 4-Year-Old’s Educational Future?” explains how students get admitted to the city’s gifted classes and schools:
To get into a gifted and talented elementary school program in New York City, children must ace a single, high-stakes exam — when they are 4 years old.
This admissions process is now a flash point in an escalating debate over how to desegregate the nation’s largest school district.
Although New York’s school district has mostly black and Hispanic students, the city’s gifted classes are made up of about three-quarters white and Asian students. Experts say the single-exam admissions process for such young children is an extremely unusual practice that may be the only one of its kind nationwide.
Every January, roughly 15,000 4-year-olds walk into testing centers across the city. On the exam, they are asked to finish patterns: For example, if children are shown a triangle, a square and a triangle in sequence, they are asked to name what shape comes next. They are also asked to solve simple arithmetic problems and define words.
Children have to score at least in the 90th percentile on the exam to be considered for a gifted program in their neighborhoods. Because of the high demand, students typically have to score in the 99th percentile to qualify for one of five even more selective programs, which are among the best-performing schools in the system. Each year, around 3,600 students are eligible for one of the roughly 80 gifted programs in total.
The educational task force proposed that the mayor should eliminate the entrance exam and the entire gifted and talented program in an effort to desegregate the city’s schools. Eliza Shapiro reports on the issue in a related article:
For years, New York City has essentially maintained two parallel public school systems.
A group of selective schools and programs geared to students labeled gifted and talented is filled mostly with white and Asian children. The rest of the system is open to all students and is predominantly black and Hispanic.
Now, a high-level panel appointed by Mayor Bill de Blasio is recommending that the city do away with most of these selective programs in an effort to desegregate the system, which has 1.1 million students and is by far the largest in the country.
The article continues:
Gifted programs and screened schools have “become proxies for separating students who can and should have opportunities to learn together,” the panel, made up of several dozen education experts, wrote in the report.
About a quarter of the city’s middle and high schools require that students be screened — through exams, attendance rates and grades — for admission. New York screens more students for its schools than any other city in the country, and those screened schools tend to have a disproportionately white and Asian enrollment.
Students, read one or both of the articles, then tell us:
- Should gifted and talented programs be eliminated? Why or why not?
- If you believe that they should be eliminated, how should schools address the needs of higher-ability students?
- If you believe they should not be maintained, what is the best way to identify gifted students? Is a single test for 4-year-olds an appropriate method? How would you ensure that gifted and talented programs would be open, fair and equitable for all children?
- Have you ever attended a gifted and talented program? If yes, how would you describe your experience? Was it beneficial or valuable?
- Do you think some students should be considered gifted or talented? Or are all students gifted and talented in their own ways? Should schools and classes ever be grouped or tracked by ability or achievement? Or should they always be a heterogenous mix of students?
- How big a problem is racial segregation in your school and school system? What role do you think gifted and talented programs play, if any?
- If you were an adviser to Mayor de Blasio, would you recommend adopting the task force's proposal to eliminate gifted and talented programs in New York City?
Back in OLD WORLD KINGS' DARK AGES the only people educated were those PRINCES and GENIUS'S via TUTORS known to be the MOST HIGHLY INTELLIGENT people in the world. A KING OF FRANCE hearing of a gifted tutor living in ARABIA would hire that GENIUS to become a ROYAL TUTOR. These teachers for the ROYALS could be called SUPER-TUTORS.
Many were processed through CATHOLIC MONASTERIES-----priests as TUTORS et al.
We shouted loudly about global neo-liberal corporate education where extreme wealth targeted most talented educators to create GLOBAL EDUCATION BUSINESSES.
This is replacing our US PUBLIC SCHOOL K-12 classroom teachers----soon, only online lessons by SUPER-TUTORS will be available.
REMEMBER, THE GOAL OF MOVING FORWARD IS RETURNING TO DARK AGES WHERE ONLY THE ROYAL PRINCES ARE EDUCATED---
So, this identification of a small group of people as SUPER-TUTORs getting big money will morph into these SUPER-TUTORS getting big money from only the wealthiest families.
GIFTED AND TALENTED LABELS HAVE FUELED THE BILLION DOLLAR TUTOR FOR HIRE----MERELY RICH PARENTS SHELLING OUT BIG MONEY---
So, as GIFTED AND TALENTED disappear in what are fast becoming pre-K-CAREER apprenticeship corporate schools-----this job title of SUPER-TUTOR will hit only the global 1% and their 2% royalty circuit.
NO----low-level NOBLES need apply!
What It's Like to Be a Tutor for the Mega-Rich
- One of Britain's most in-demand super tutors preps kids for exams on private jets and yachts and charges up to $1,500 an hour for his services.
- by Maya Oppenheim
Aug 4 2015, 11:20am
If you want your sprog to go to Eton, then it's best to get a super tutor.
- Photo via Wikimedia
This article originally appeared on VICE UK.
Along with Lidl and loan sharks, the UK tuition industry has thrived throughout the recession. It is now valued in excess of a staggering £6 billion ($9 billion) a year. In turn, we have seen the emergence of a new strain of high-powered career tutors who charge as much as top-end lawyers to educate the offspring of the super rich. Because what else is there to do when you leave university swimming in debt and neck-deep in rejections from street food startups? Given the current state of the job market, it's little surprise that many fraught graduates are helping rich kids pass their A-levels.
The job goes beyond grades. With many tutoring websites heralding the effect of their services on confidence, manners, and etiquette, it's more like finishing school for hot-housed millennials. It is not uncommon for pushy parents to pay £300 ($467) an hour, but for others, this is at the tight-fisted end of fees. Take Mark Maclaine—one of the most in-demand super tutors around—who has been known to charge £1000 ($1,550) an hour. "In that instance, the family asked me to come to the Far East and tutor their kids for an Eton entrance exam at the last minute," he says. "They'd heard from another family that I'd done a really good job with their kid and when they put this offer out there, I couldn't refuse."
Since embarking on his career as a private tutor 17 years ago, Maclaine has enjoyed his fair share of luxury, long-distance travel: "The list of places I've been to is pretty big. From Brazil to America, Europe, United Arab Emirates, Russia, the Caribbean, and more. But after a while, you get desensitized to it. I've tutored on Jumbo Jets that are laid out to be like houses where you get your own bedroom, and on yachts and sailing boats that have cinemas on them."
As the industry has boomed, parents' attitudes have simultaneously shifted says Maclaine, whose work and the high regard internationally for the British private school system means he now owns three properties in London. "People are a lot more open about admitting they have tutoring. Parents are now going, 'If you have a tutor, I should have a tutor, we should all have a tutor.' A lot of parents feel like if they don't give tutoring to their kids, they're going to get left behind."
For this reason, Maclaine makes sure he doesn't just work for top-end clients—he helps out people who aren't able to pay anything along with "high-end clients such as royal family, movie stars, rockstars, and bankers." He has also been involved in setting up Tutor Fair, an agency that provides free tutoring for children who cannot afford it. "I really wanted to do something that was actually fair. We've helped 2,000 kids in the state system, kids in city schools, kids on free lunches..."
Rest assured: Titanium Tutors will not take any old tutor
Ruby Robson* is another tutor who has edified the progeny of the mega-rich. "I worked for an agency in Europe, but you won't find it online. It's a secret tutoring agency that works by word of mouth. A banker will tell his banker friend who will tell his other rich friend. Only the elite of the elite send their kids there and they don't want just anybody to find out about it," she explains.
Robson stumbled across the clandestine agency while studying at Oxford: "They put an email out in my final year. I guess they did the same at Cambridge as they only recruit from Oxbridge. They're not even that interested in seeing your CV."
While spending a month tutoring last summer, Robson says she met a lot of kids she will not forget, but not because of their educational prowess. "If I'm honest, the kids' attitudes have ranged from disinterested at best to obstructive at worst. Although some of them were really nice, they're all incredibly over-privileged and spoon-fed. Sometimes if you tried to get them to work, they got angry." To be fair, how many children wouldn't throw a wobbly if you asked them to spend hours doing extracurricular study after a 9AM - 8PM school day, seven days a week? It's almost enough to make you feel sorry for the little billionaires-in-waiting.
Robson is less than effusive about her time tutoring. "Perpetuating the system of privilege really stuck in my throat. After all, you're just helping the kids who've got the most money. In my darker moments, I felt the only thing Oxford had prepared me for was to train other people to go to Oxford."
As with many, tutoring was only ever intended as a stop gap for Robson. But while she's since moved into media, many graduates inadvertently remain tutors for far longer than they expect. Glamorous destinations, Gulfstream jets, inter-family bidding wars, and City-level salaries make it increasingly appealing.
WATCH: Welcome to Broadly, VICE's new women's interest channel
So, what is driving the recent growth of the tutoring industry? All of the main tutoring agencies in Britain primarily cater for private school education. To name just a few, Bonas McFarlane, Titanium Tutors, and Keystone Tutors all cater for 7/8+ prep school exams and 11+ exams for "the most prestigious private schools" and the highest ranked universities. If you want to get your boy sprogs into Eton, Harrow, Winchester, or Westminster and your girl sprogs into Wycombe Abbey, St Paul's, or Cheltenham Ladies, you're hardly going to go it alone.
For this very reason, many agencies provide exorbitant consultancy services that advise parents on every single stage of the application process. As Bonas McFarlane readily explain on their website, "Our consultants are in touch daily with the leading UK independent schools. We have a team of administrators who know the different and precise procedures of each institution—from registration deadlines to testing requirements." If this wasn't enough, Bonas McFarlane also provide, "School Liason: We consult and negotiate with schools, at times making detailed personal recommendations to these selected schools." It seems that the name of your university and the color of your blood counts for a lot more than the class of your degree, teaching qualification, or specialist experience. As such, the "shadow education sector" lacks industry regulation and a standards body.
Not that this is likely to put off the increasing number of Russians, Saudis, Chinese, and others from overseas who are looking to buy their way into the British private school system. Who better to help your Kazakh billionaire child get into Eton than a helicoptered-in former Bullingdon member?
It goes without saying that private tuition creates and exacerbates social inequality. Not only does it distort and undervalue the state curriculum, it exhausts human capital and financial resources that could be invested in those who need it. In a culture cursed by obsessive aspiration, most super tutors work to keep the rich rich and the poor poor—but in spite of this, private tuition remains a relatively invisible and overlooked force in a polarized education sector.