[ti:US Schools Debate Gifted and Talented Programs]
[by:www.21voa.com]
[00:00.00]更多听力请访问21VOA.COM
[00:00.04]American school systems
[00:02.04]usually have gifted and talented programs
[00:06.00]for students that show a high level of success.
[00:10.88]Such programs have been under much criticism in recent years.
[00:16.24]Some parents say they worsen racial segregation
[00:20.12]and inequities in the country's education system.
[00:25.12]In early October, the mayor of New York City
[00:28.52]announced plans to end the gifted and talented programs
[00:32.84]in the country's largest school system.
[00:36.72]If it goes forward, that would be a big win
[00:40.36]for groups supporting an end to similar programs
[00:44.00]from Boston, Massachusetts, to Seattle, Washington.
[00:49.48]From the start, gifted and talented school programs
[00:53.96]drew worries they would produce an unequal education system
[00:58.24]in U.S. public schools.
[01:01.44]Many programs began as efforts to keep white families
[01:06.16]from leaving racially diverse public schools in urban areas.
[01:12.52]They were created to compete
[01:14.68]with high-performing private schools.
[01:18.36]School leaders and parents increasingly have to deal
[01:22.72]with difficult questions over equity.
[01:26.36]They are trying to find ways to teach strong learners
[01:30.88]while continuing to help other students succeed.
[01:35.48]It is a question that is driving the debate
[01:38.64]over whether to grow gifted and talented programs
[01:42.32]or end them completely.
[01:45.72]"I get the burn-it-down and tear-it-down mentality,
[01:49.92]but what do we replace it with?" asked Marcia Gentry.
[01:54.56]She is a professor of education and the director
[01:58.76]of the Gifted Education Research and Resource Institute
[02:02.64]at Purdue University in Indiana.
[02:07.00]Gentry co-wrote a study two years ago
[02:10.24]that followed the racial inequities in gifted and talented programs.
[02:16.76]The study found that U.S. schools identified 3.3 million students
[02:22.36]as gifted and talented.
[02:24.96]But an additional 3.6 million
[02:27.64]who should have also been considered gifted
[02:30.08]were not included in the programs.
[02:33.56]The study found these students
[02:35.68]were disproportionately Black, Latino and Native American.
[02:41.28]An Associated Press study of recent federal data
[02:45.36]found that nationwide, 8.1 percent of white
[02:49.96]and 12.7 percent of Asian American children in public schools
[02:54.96]are considered gifted.
[02:56.92]But only 4.5 percent of Hispanic
[03:00.56]and 3.5 percent of Black students are identified as gifted.
[03:07.04]Gifted and talented programs
[03:09.56]aim to provide more demanding instruction
[03:12.96]for students who feel limited with the regular program.
[03:17.56]Critics of the push to end them say it punishes successful students.
[03:23.56]They say it also cuts off a chance for students to move up,
[03:28.60]especially for those from poor families
[03:31.48]without the means to attend private schools.
[03:35.80]In Seattle, a former top official of the school system
[03:40.12]tried to end its gifted and talented program.
[03:45.00]She blamed it for worsening school segregation.
[03:48.56]In its own recent study, Seattle public schools
[03:53.24]found only 0.9 percent of Black children
[03:56.80]had been identified as gifted,
[03:59.12]compared with 12.6 percent of its white students.
[04:04.48]School leaders have since approved changes to the program.
[04:08.44]Students will be admitted based on their performance.
[04:12.84]They are no longer required to take a test to enter the program.
[04:18.44]The selection committee will also consider input
[04:21.56]from teachers, family and community members.
[04:26.56]Rita Green works for the local NAACP office,
[04:31.00]a racial justice organization.
[04:35.08]She said the changes do not go far enough.
[04:38.24]She wanted the schools to help all of the city's 50,000 students,
[04:44.12]not just the most successful.
[04:48.12]"We want the program just abolished," Green said.
[04:51.80]She added that the program is "inherently racist."
[04:57.04]Since the killing of George Floyd in Minneapolis,
[05:00.24]other school systems around the U.S. are also
[05:03.88]rethinking their gifted and talented programs.
[05:08.52]Boston schools voted to expand its program
[05:12.08]and guarantee placements for top students
[05:15.16]from poorer areas of the city.
[05:18.16]A top high school in San Francisco, California
[05:21.44]removed its entrance exam.
[05:24.36]As did a top high school in Fairfax, Virginia,
[05:27.88]where parents recently lost a legal fight to keep the test.
[05:33.36]Most gifted and talented programs
[05:36.44]have used test scores to decide which students to admit.
[05:41.56]Some wealthier families
[05:43.68]are able to spend thousands of dollars on instruction
[05:47.36]to increase their child's scores.
[05:51.48]Nowhere has the debate been as heated as in New York City.
[05:56.48]Mayor Bill de Blasio said last month
[05:59.92]that he would begin to end the program, calling it "exclusionary."
[06:05.72]Eric Adams, likely the city's next mayor,
[06:09.40]said he does not support ending the program.
[06:13.80]But Gentry, the Purdue researcher,
[06:16.80]agreed that it was time to fix the equity problems
[06:20.52]of gifted and talented programs.
[06:23.84]She urged parents and school officials
[06:27.00]to do the hard work of finding a compromise.
[06:31.28]"I know the inequities exist," Gentry said.
[06:34.48]"I worry that the easy solution is to stop doing it."
[06:40.04]I'm Dan Novak. 更多听力请访问21VOA.COM
END OF TRACK. "END OF TRACK." The two men bowed. "Whoever was that person you were talking to?" she enquired, as soon as they stood together. The took of triumph faded from her eyes, she had grown worn and weary. The roses were wilting on the walls, the lights were mostly down now. Hetty, looking in to see if anything was wanted, found herself driven away almost fiercely. I only saw Master Jervie once when he called at tea time, The year 1747 was opened by measures of restriction. The House of Lords, offended at the publication of the proceedings of the trial of Lord Lovat, summoned the parties to their bar, committed them to prison, and refused to liberate them till they had pledged themselves not to repeat the offence, and had paid very heavy fees. The consequence of this was that the transactions of the Peers were almost entirely suppressed for nearly thirty years from this time, and we draw our knowledge of them chiefly from notes taken by Horace Walpole and Lord Chancellor Hardwicke. What is still more remarkable, the reports of the House of Commons, being taken by stealth, and on the merest sufferance, are of the most meagre kind, sometimes altogether wanting, and the speeches are given uniformly under fictitious names; for to have attributed to Pitt or Pelham their[112] speeches by name would have brought down on the printers the summary vengeance of the House. Many of the members complained bitterly of this breach of the privileges of Parliament, and of "being put into print by low fellows"; but Pelham had the sense to tolerate them, saying, "Let them alone; they make better speeches for us than we can make for ourselves." Altogether, the House of Commons exhibited the most deplorable aspect that can be conceived. The Ministry had pursued Walpole's system of buying up opponents by place, or pension, or secret service money, till there was no life left in the House. Ministers passed their measures without troubling themselves to say much in their behalf; and the opposition dwindled to Sir John Hinde Cotton, now dismissed from office, and a feeble remnant of Jacobites raised but miserable resistance. In vain the Prince of Wales and the secret instigations of Bolingbroke and Doddington stimulated the spirit of discontent; both Houses had degenerated into most silent and insignificant arenas of very commonplace business. "It certainly will be. Miss Widgeon," answered Maria, with strictly "company manners." "One who has never had a brother exposed to the constant dangers of army life can hardly understand how glad we all feel to have Si snatched from the very jaws of death and brung back to us." "Just plug at 'em as you would at a crow, and then go on your way whistlin'?" persisted Harry. "Hurroo!" echoed Hennessey; "that's the ticket." "Come forward, keeper," continued the baron, "and state how these arrows came into your hands!" "Yes." HoMEJULIA京香2018下载
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