Thanks! I definitely agree, and that’s what I was alluding to when I said more people were entering the intellectual class, possibly diluting its literacy. I learned about this from Paul Fussell’s book Class. He suggested the same number of people, around ten percent, are still going to real university, and the rest are essentially fakes.
I’m not sure what it’s like for American high schools, but in Alberta (Canada) we had different streams for different kids. Dash-1 courses were for academic stream kids, dash-2 was either non-academic or for someone who wants a college certificate or a trade, dash-3 focuses on employability, and dash-4 is for students with learning disabilities. There was also an extra distinction between normal dash-1 students and dash-1 students who were also taking the IB program, which is like AP. I’ve never thought about it, but I’ve never heard of anything like this in America, and I wonder if it’s common or not. It seems like a pretty good idea to keep different groups of students separate. Though I don’t really see a point of having the dash-2 and dash-3 students there at all. Let them join the workforce and make some money. It doesn’t matter how valuable you think the information is for them. They’re not paying attention anyway.
He suggested the same number of people, around ten percent, are still going to real university,
That’s an interesting position. It makes sense to me that that’s the number that’d have the qualifications to do so, but are they still getting the same quality of education today?
I’m not sure what it’s like for American high schools, but in Alberta (Canada) we had different streams for different kids. Dash-1 courses were for academic stream kids, dash-2 was either non-academic or for someone who wants a college certificate or a trade, dash-3 focuses on employability, and dash-4 is for students with learning disabilities.
That’s a very common-sense system, seems like a gentler version of what Germany and Korea do. Unfortunately, the U.S. system doesn’t look anything like it. We have only one track, with differentiation delivered in theory through AP courses (advanced kids) and special education (kids with severe learning disabilities) courses. Unfortunately, the former are a constant political target, and the latter are constantly in the process of “mainstreaming” students that are unsuited to standard classes by dropping them into gen. ed.
Thanks! I definitely agree, and that’s what I was alluding to when I said more people were entering the intellectual class, possibly diluting its literacy. I learned about this from Paul Fussell’s book Class. He suggested the same number of people, around ten percent, are still going to real university, and the rest are essentially fakes.
I’m not sure what it’s like for American high schools, but in Alberta (Canada) we had different streams for different kids. Dash-1 courses were for academic stream kids, dash-2 was either non-academic or for someone who wants a college certificate or a trade, dash-3 focuses on employability, and dash-4 is for students with learning disabilities. There was also an extra distinction between normal dash-1 students and dash-1 students who were also taking the IB program, which is like AP. I’ve never thought about it, but I’ve never heard of anything like this in America, and I wonder if it’s common or not. It seems like a pretty good idea to keep different groups of students separate. Though I don’t really see a point of having the dash-2 and dash-3 students there at all. Let them join the workforce and make some money. It doesn’t matter how valuable you think the information is for them. They’re not paying attention anyway.
That’s an interesting position. It makes sense to me that that’s the number that’d have the qualifications to do so, but are they still getting the same quality of education today?
That’s a very common-sense system, seems like a gentler version of what Germany and Korea do. Unfortunately, the U.S. system doesn’t look anything like it. We have only one track, with differentiation delivered in theory through AP courses (advanced kids) and special education (kids with severe learning disabilities) courses. Unfortunately, the former are a constant political target, and the latter are constantly in the process of “mainstreaming” students that are unsuited to standard classes by dropping them into gen. ed.