1+1=2, or Does it Equal Three?

How Greenwich School District is placing unworthy students into their Advanced
Learning Program
By: Isabella Gega

A Common Factor: Rejection

No one likes rejection. The last thing you would need is to be refused from something
you deserved to be in. And even worse you wouldn’t want that to transpire as an innocent
10-year-old.

Running up the driveway with her little 10-year-old, size 2 feet, and the eagerness, for
once, to get the mail. She took a little stumble, then quick run, then a short trip over a rock
scraped her knee, then quickly approached the mailbox. She flicked the red flag that dangled on
the side of the black mailbox and threw all the mail onto the ground. With no regard for the rest
of the magazines, bills, or letters, she just searches for her name.

A letter for Joseph, no. A letter for Tina no. A letter for…her! We pure excitement she
forgets about all the mail, all the letter, the magazines, and especially the bills, and just runs
straight for the house, to open the white envelope that determined her academic future.

She ripped open her white envelope with the white sticker and black Arial font with
her name on it. She whips out the paper and slowly read every letter, word, sentence. She does
that until she breaks down in tears. Despite this rejection, it didn't stop her. Every year she took a
test and went through the same reunite. Excitement, rejection, tears, and acceptance. She was
utterly discouraged, but in fifth grade, everything changed. The test that determined middle
school placement. Taking the test, she completely doubted herself. If she couldn't get into ALP
how could she skip two grades of math and get into pre-algebra?

The result came two weeks later. She expected the same process as always.
Excitement, rejection, tears, and acceptance. She ripped open her white envelope with the white
sticker and black Arial font of her name on it, just as she did when she was 10 years old. And
again tears. But this time tears of joy. An X right next to pre-algebra, as a clear indicator she got
in. Even though she got into this class, it didn’t mean much, and she still got rejected three years
in a row from the same program. She would have to prove to herself that she belonged.

Sixth-grade report card out: A. Then seventh-grade report card out: A+. She had got
rejected three times and what confused her the most was why. If she managed to do better than
most kids in class, why did she experience rejection so often? This girl continued to work hard in
her classes and got her A’s. Though this might seem like an inspirational movie from the HBO
network, this girl truly exists.

Because that girl was me.

There are about 10,000 people in Greenwich Public schools. 36% of that is part of the
minority population. But ironically that 36% of people only account for 15% of the ALP
program (Greenwich District Profile). Guess who the rest goes to?

Caucasians, surprise!

Every year kids are continuously getting rejected from ALP, but it isn't because they are
unworthy, rather a reason that is not given, yet entirely clear. In Greenwich, the process of class
placement for K-5 is highly unfair. Furthermore, the selection process must be modified in order
to create a well rounded, diverse, ALP program. In order to ensure the best possible education a
student can get, it is essential to place that student in the necessary class. By doing this, not only
does it create less stress for children that are in the wrong class, but it also is easier to distribute
help among students evenly. By having a child in a class that he or she is too intelligent in takes
away from the possibility of that student reaching their full potential. They would get very little
attention, and that would not allow the growth of that child. On the contrary, having a student
placed above their level leaves confusion and stress for the misplaced child. While many of these
kids are gifted, the main reason they are not in the specific program they deserve to be in is
mainly because of their race, or more specifically social class. The placement often times take
into account what your parents make and your skin color sometimes more than your IQ. With the
intention of creating a fair ALP system, the selection of the program must be modified in order
for the coordinator to select the correct kids that deserve to be in that class. Although pushing
kids past their boundaries might help them reach their full potential academic-wise, children are
continually left out of the ALP program that is worthy of being in it, affecting the way they learn
by receiving less attention.

The Structure of our Education

The term curriculum refers to “lessons and academic content taught in a school or in a
specific course or program” (Ed Glossary). The classroom curriculum matters mainly because of
its impact on students. It is a set of courses and expectations put in place for a specific subject. It
is also considered the “floor plan” or “blueprint” on what should be taught in academic classes
over a period of time, as well as the frameworks that set up expectations for student learning.
The major purpose is to “ensure that students receive integrated, coherent learning experiences
that contribute towards their personal, academic and professional learning and development”
(Flinders University). In other words, curriculum intent is to ensure that students receive the
necessary education that can be applied later in life. As well as that, these studies will enable the
learner to acquire many skills and much knowledge that can be applied later in life.

The ALP course, also known as Advanced Learning Program, is often identified as a
program that “uses a content replacement and acceleration program model for identified
students” (Monitoring Report). As well as that it is an enriched program that allows students,
who demonstrate potential far beyond their age. This is meant as a challenge to be pushed
beyond their limits, which historically serves about 20% of students. These children have the
opportunity to take several classes including language arts, math, science, and seminar, all of
which curriculums are accelerated above the general education. ALP coordinators and teachers
must “identify students who would benefit from ALP,” then they must “deliver appropriate
services to them” (Monitoring Report). Once in their certain class, assessments must be
developed to determine whether the children in achieving their potential and “mastered their
applicable objectives” (Monitoring Report). Along with that, in order for a child to reach their
full capacity in the future, staff development is provided to “familiarize them with the Advanced
Learning Program curricula and objectives” as well as the needs of the gifted students
(Monitoring Report). ALP boils down to that fact that the curriculum is continuously reviewed
and refined to meet the needs of the advanced students.

The Advanced Learning Program “enriches and augments the regular curriculum” in
order to meet the needs of the gifted children (Program Descriptors). Each class has a different
overall goal and intention when dealing with these types of children. Language Arts curriculum
is designed for gifted learners by Dr. Joyce Vantassel-Baska and William and Mary University,
with the goal of integrating “big idea, advanced content, and differentiated process and product”
(Program Descriptors). Their major goal is to develop students skills in “literary analysis and
interpretation, persuasive writing, linguistic competency, and oral communication” (Program
Descriptors). In other words, they wish to teach children about the importance of analysis,
persuasiveness, and communication with others. As well as that, the ALP Language Arts is
meant to strengthen a student’s reasoning skills and the understanding of topics that are taught.
Likewise, the Mathematics curriculum not only challenges gifted children’s current abilities but
also pushes them beyond. The math curriculum is clearly acceleration and enriched. In addition
to showing they master the grade level standards, they are “provided with rich, challenging
problems that require the use of analytical reasoning” (Program Descriptor). By the same token,
science contains a very similar goal, of “gaining knowledge and an understanding of the natural
world” (Program Descriptors). The advanced science curriculum incorporates problem-based
learning, which requires the student to find a problem, gather information, and provide a possible
solution to the problem. Each class clearly has a similar goal for giving children a full
understanding of the subject they learn, as well as the world around them.
 Every kid is placed in the same process, which includes, referral, evaluation, and
placement. The referral begins with a screening process, including that child’s performance in
class, standardized tests scores and data using a checklist based on “gifted characteristics to
determine if a student should be referred for further assessment for possible placement in the
ALP” (Program Description). Referral also includes a process called nominations that enters a
student into the evaluation phase even if they don't meet the screening process. These
nominations can be put in place from teachers, parents, and other people that have knowledge
about the student’s intelligence. Next is the evaluation phase, which includes three major items.
One evaluator is a cognitive ability test, which is also known as CoGat. CoGat is an ability test
that shows how well the student performance mathematically or literary-wise. Another evaluator
is achievement assessments, which is how a student improves over time. The type of
achievement assessment that is taken into consideration when testing for ALP is our STAR
testing. And the final evaluator is a performance task which is a set of eight questions that are
intended to “assess students’ capacity to select and deploy their mathematical knowledge in
non-routine contexts” (ALP Results). When all of the following evaluators are received, the next
process is put into place, which is the placement process. This is where a comprehensive review
of a student's scores are put together, and the final placement decision is made. The final
decision is a combination of all the test data and the score on the performance test. The ALP
handbook stresses how their judgment is the best way for a child’s kids needs to be met.

ALP, aka, A Learning Pitfall

Since ALP is such a typical class within most school districts, the value of this
advanced class has lessened, therefore affecting a student’s education. Suneal Kolluri of the
University of Southern California claims that advanced courses such as ALP and AP are
primarily “impacting [the] student[‘s] experiences” (Suneal Kolluri). ALP is composed of a
comprehensive curriculum with an abundance of material, and in comparison to the time they
have, too much material for so so little time. As well as that many courses “don’t always teach
critical thinking skill or allow students to explore topics more deeply” (Halle Edwards). A child
being in any advanced programs, it prohibits expanded thinking in the real world and affecting
their future as well. Advanced class tends to densely pack a great quantity of material with the
idea in mind to “emphasize critical thinking and accessibility” (Halle Edwards). With the
overload of unnecessary material many students find stress as well as overwhelmed, not only
because of the material but the fact that the information is simply useless. And the workload will
make students easily rush through assignments and produce lower quality work. If that method
continues, tests will become much harder, and lower scores on a standardized test such as STAR,
SBA, ACT, SAT and more will become very likely. In Greenwich, there is about 10% of the
ALP that place in the “standard” or “approaching standards.” Clearly, the excess material and the
adapted method for quick work, low quality, took into effect, which influences not only test
scores but their education as a whole. However, many parents claim that ALP is quite effective
for their kid and is a major “prep for high schools and college” (Princeton Review). Despite this
many students that take advanced or AP classes find themselves not getting the college credit
they want. Many colleges are “getting stingy about AP credits,” and not taking into account
whether you take the class. No credit is put towards college but considered excellent preparation
for it.

Because of the way the education system is set up for identifying gifted children,
allowing for parental overrides even when the child does not meet standards, these flaws hinder
the education of all children. In schools, the children placed into these programs are often
defined as “students, children or youth who give evidence of high achievement capability in
areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields”
(Jennifer Kennedy). With this requirement, children that are placed into the wrong class might
easily provide themselves a “false sense of accomplishment” towards themselves (Nancy
Bailey). As well as that, parental overrides might affect the “needs of all students and how the
school will function as a whole” (Angela Watson). In other words, the education of a child might
be affected if the chemistry of the class isn't correct. If a parent puts a request in place to have
their kid in a certain class, it can affect the way that child learns, maybe for the better. But more
assistance would be put on that child rather than evenly distributed help. By having that one kid
with more help in the class, it constantly subtracts from the attention needed towards the other
students. Despite this “parents may formally request an override of the school’s
recommendation,” but several kids “take advantage of overrides” (Westford Academy, Wilton
High School). Only a “very small number of students follow the recommendation,” and those
students are destined to succeed in their class. But children and their parents who decide to
override easily take advantage of the overriding process and are sure to do much more poorly in
that advanced class than they would in their suggested class (Wilton High School). As Wilton
having very similar demographic and close in location, and even though Greenwich is much
more diverse, Greenwich is bound to have parents that wish to override, just as Wilton.
However, many question the importance of the advanced program itself. Many schools must
increase the size of advanced programs because more kids are getting put into these classes;
leaving one to question is it truly a gifted program? With that in place, schools must “shift strong
teachers away from non-AP classes” creating a disadvantage for those students (John Tierney).
Nevertheless, advanced classes must continue as a challenge for those who seek one, but the
system must be modified to accommodate those who genuinely need it, and remove those who
really don't. And because of the flaw, that allows parents to interfere with the selection process
of advanced programs for young gifted children, we shouldn't remove the system, but rather
forbid overriding from happening, as well as modifying the system as a whole.
The Great Divide of our Socioeconomic Classes
Due to the fact that a child in ALP is most often pushed beyond their limits and put in a
different class, they are being left out for the rest of this class and segregated continuously from
the other students. When many schools first adopted the idea of advanced learning, many had in
mind that the school would once again become like it did in the Brown vs. Board of Education
class, where all our schools were segregated. For example, at the Harford Renzulli Academy in
Hartford Connecticut, there were absolutely no children in the program that were disabled or
English Language Learners, due to the fact they were assuming that they are unable to do
anything just because of their current status. And with decades of research that standardized tests
are unreliable, they are still continually being used and wrongfully placing students in ALP.
Additionally, data reveal that “the strongest correlation is between test scores and socioeconomic
status,” showing that children are perceived unworthy many just because of their social class
(The Washington Post). However, many parents think that the ALP is just another opportunity to
expand your horizon with other gifted children and allow “children to blossom” at an earlier age”
(The Washington Post). In spite of that, if gifted children are mixed in with the general education
class, it would allow them to both adapt to each. The talented children would be able to gain
confidence and friends, while the general education children would be able to learn the gifted
children’s studying habits and routines, making them increasingly smarter as well.

In our segregated K-12 system, we should mainly determine kids based if their
intelligence level is high enough, not on their ethnicity or social class. In Greenwich, Caucasians
make up 86% of the ALP system, the remaining percentage is merely scattered among the other
races; Hispanic, Asian, African American, and ESL students. African Americans only makeup
3% of the ALP and accounting for 7% of the Greenwich Population, and while many ethnicities
are underrepresented and occupy a small percentage, simultaneously White and Asians are
overrepresented taking up far more than the minority (Advanced Learning Program Monitoring
Report, Statistical Atlas). Some might think that kids are denied simply because they are
incapable, but in reality, if you are not part of the status quota, or what they expect of a person,
your chances in getting into an advanced class are limited. For example, a current second grader
in North Street School had just taken the ALP exam and had family members that weren’t born
in American, as well as that, that girl qualified for that ALP class testing in the 90th+ percentile
in star testing, but was not accepted into ALP. She claims that is “was weird that other kids got
into the class and she didn't.” On top of that, she says those kids “were not even the smartest in
the class” (Sophia Gega). It is obscured to have a kid that works hard and deserves to be in that
class quickly replaced by some other non-worthy child. Expanding from that second grader’s
case, many other kids feel that they were denied ALP just because of their ethnicity and/or their
social class. Although many feel that their social class is underrepresented in the ALP system,
others believe that the way the system is set up is truly fair. The ALP system is considered equal
to most and only is based on a “child’s record and performance” (Advanced Learning Program
Monitoring Report). Nonetheless, there are numerous caucasian students don't deserve to be in
ALP based on their intelligence level, and countless kids that are in these low percentage
underrepresented groups deserve to be in ALP and might be just as smart, if not more intelligent
than the Caucasian in that class.

Because of the high costs of tutoring in Greenwich, families that are wealthy and in
search of extra health can afford, while more impoverished families are unable to. In Greenwich,
at the least, a tutor costs $80 for just 45 minutes, and in a recent study for kids in search of a tutor
“6th grade and up [should] be one hour” (Rachel S). For that just 6% of Greenwich citizens that
are considered below the poverty line, it can be quite difficult pay that $80 for 45 minutes, and
might not even have as great of an impact as wished. Many parents must understand if there is a
problem with your learning, a tutor that can give their “undivided attention is essential” (College
Raptor). As well as that in later life a “tutor can help raise GPAs and/or ACT/SAT scores, and
therefore boost their college application” (College Raptor). If a parent is unable to afford to tutor
it is very likely that their grades will decrease and that could affect their possibility of getting
into ALP. This student might be smarter than a majority of their class, but they can’t be pushed
to their limits and be given more attention to pushing them. Despite this many parents believe
“One-on-one learning environment isn't the best way for this particular student to absorb
information” (Dave Frey). Many kids wander off while the tutor is taking, and they don’t take
advantage of this time. But many cases show that kids are smarter than they seem, but the
teacher doesn't give them the right attention. If a student might seem to be struggling even
though that child is quite intelligent a tutor is the best opinion. According to Mike James
Hansford, an expert in the education field, “Dyslexia, dyspraxia, sight impairment or hearing loss
can get in the way of a child learning and communicating. A specialized, qualified tutor with
experience and true vocation can help your child advance in leaps and bounds.” Therefore a tutor
is helpful. But even then, 35% of parents don’t get a tutor for their kid because it is quite
extortionate and not accessible for all.

The Changing Mental Conditions for Students in ALP

While coordinators of the advanced programs place children into an advanced class they
don’t deserve to be in, it can add an abundance of stress on the students, thus creating a different
set mindset. Gifted children are found to be “biochemically abundant,” and due to this “[their]
brain patterns can process more complex thoughts” (Gail Gross). By having a child that isn’t
capable of doing so might add extra stress onto their already large stress load. For a child that
was placed into an advanced class that does for that class categorizes the class “on a scale of
1-10 and 10 being the highest stress level, …. around a 9” (Cassidy Dellinger). For having a
child that is entitled to bring into this class rating it a 9 out of 10, having a child that isn't worthy
of being in said class would add an excessive amount of stress a K-12 student already faces.
With the extra stress, it can lead to bad habits of the body, anxiety, depression, and many other
health problems including “high blood pressure, heart disease, obesity and diabetes” (Mayo
Clinic). Despite this, many think that letting kids in this class will push them to their limits and
having “AP for all.” By having kids with a smaller IQ with gifted children, it might help them
adapt better study skill habits, allowing them to achieve the same IQ or come close. However,
having the unworthy children in these AP classes are “pushing unprepared students into courses”
where the pace is too quick, and the subject is to difficult. As well as that “they simply won’t
benefit” from these rigorous and challenging classes (Emily Mofield).

Not only is stress a significant contributor to the health aspect of ALP, but these kids
might also adapt to the gifted children and create a fixed mindset and prevent them from exiting
their “comfort zone” (Emily Mofield). Many gifted children “adopt a fixed mindset belief about
their abilities” and believe that they can achieve anything, be we all know that most things are
beyond the ability of young children (Emily Mofield). By allowing a child that isn't qualified to
be in that class, it might create a false sense of accomplishment and might lead them to believe
that they are smarter than they truly are. Not only this, the mindset parents wish to teach their
kids, the growth mindset, is not able to be taught because of their new fixed attitude. In a growth
mindset, people believe that their most “basic abilities can be developed through dedication and
hard work,” and brain and talents are only a starting point, they continue to learn and grow as life
goes on (Education Glossary). Gifted children constantly believe that hard work is unnecessary if
you are smart, and children labeled gifted early often think by working hard it shows a low sign
of intelligence (Time). Despite the fact that this many parents think that a student’s mindset isn’t
altered, but rather enhanced. ALP provides a challenge and a way to “prove they are up to the
challenge of higher education,” but children believe success has “little or nothing to do with a
child’s effort” but rather think it has “everything to do with his or her natural ability” (Time,
College Raptor). With this thought in mind, it prevents the children from growing, then lowering
their possibility of success. If this continues to happen, the ALP class will have a low
intelligence level, and those that are in on the level class, that are gifted might think there is
unfairness involved. But indeed the students are just lazy.

Modification of the ALP program in Greenwich

There many other schools within the state that have adopted the ALP teaching method,
but in an alternate way, and some schools don’t have it at all. In Milford, there is an ALP
program in which students are pulled from class for a full day to learn a specific subject each
week, while in Greenwich student are pulled for an hour and a half every day to learn a subject in
which they were placed for (Kevin Krois). Even though Milford had adopted a different style of
ALP from Greenwich, it has been less effective than our current system. One parent of the
Milford School District states that their child had been in the advanced program, but was forced
to drop down because their math grades were not up to par (Kevin Krois). This wasn't because of
the child’s intelligence but rather the class’s step up. Not only this but also other towns have not
endorsed the system as well, but this concept has been both positive and negative. Children in
these districts such as Stamford, Glastonbury, Ansonia, etc., have not embraced the ALP classes,
and the amount of segregation has decreased. All children are being exposed to one another
other, and kids that are gifted are learning the non-gifted social skills, those children are learning
studying habits from the gifted. Even though these brilliant children aren’t challenged, posing a
negative, they are still communicating with their peers, something ALP children aren’t given.
Even though a struggle for equality in classes and perfected classes are wished to be created, a
classroom where children are all taught the same way, but with different material and concepts is
ideal. This way all children can be exposed to each other while still getting the challenge they
deserve.

The children of ALP in Greenwich and students that attempt to take the placement test
are primarily affected by the possible unfair selection method that they might face. In order to
achieve change, my partners and I must attend a board meeting, and present possible alterations
to the ALP system to make it fair. But before that, my partners and I must make a feasible plan to
select students and create fairness within ALP. Despite this might become very difficult, the goal
and plan itself are quite reasonable. For the purpose of tracking the progress of my goal, I will
understand development is being made when the racial diversity of the ALP program is more
spread out among all the students. The importance of achieving this goal would be to reflect my
value of equality deeply. Since rejection from ALP was quite common for me, showing that
children similar to me, a previous ESL student, are able to be in this program will help me finally
understand that my goal is accomplished. To fully comprehend that we have made an impact will
be shown when the racial demographics are separated out more evenly within the ALP program.
As well as that, all the standardized testing results from ALP students are exceptional, nothing
less than that. I will reach my larger goal within the 2019-20 year. But by June 2019, I will
compose and propose an alternate way of selecting kids for ALP, in order to create a fair ALP
program for all children.

During the capstone research process, there were several times in which the vision of
the graduate components was achieved. When creating research questions that were needed to be
solved, I constantly posed and pursued substantive questions. As well as that when I critically
interpreted, evaluated, and synthesized information, I was able to find information, then
paraphrase and use it towards my essay. On top of that, I was able to create an innovative action
plan that can benefit my society. During the whole process, I was able to pursue a unique passion
and interest, because I chose a topic that had a substantial interest towards me, and had an effect
on me. In addition could collaborate with my peers and produce unified work that was able to be
communicated for a given purpose, advocate for an idea, causes, and actions. This was achieved
because I could create an action plan that could benefit society and contribute to the community.
 Due to the unfair selecting method of gifted children in the Greenwich ALP system,
many kids are placed in the incorrect class, influencing their school life and years to come
afterward. Historically, ALP has always had minimal diversity, and over the past 10 years, many
precautions have been made to create a more heterogeneous educational experience. But the
class performance has been different, and quite frankly decreased significantly, and by having
these children in this class, more attention for them to succeed is required. This child is most
likely to continue the struggle, not only dragging down the class but affecting the struggling
child’s own mental health. If this continues the child could develop more life-threatening
conditions, and the only way to prevent this from happening is to develop a fair program,
selecting the correct children. We should create a program that doesn’t segregate children based
on race, create the needed diversity, and not focus on the ethnic background of a child, but rather
their IQ level.

That size 2 feet grew to a size 8 feet, with the understanding of rejection that wasn’t
deserved, and the process of, excitement, rejection, tears, and acceptance, disappeared. But
eventually will transition onto another 10-year-old girl, with her enthusiasm, only to face the
same fate. The only way to prevent this from happening again is to understand the flaws in ALP
and attempt to modify the system as a whole. Out of a whole 8th grade ALP class of 24 students,
that same test that was given to second graders was solved by 0% of the high achieving
13-year-olds. If we can manage to change the system less worthy children could be heartbroken.
Less worthy children would break into tears.

That will break into the same tears like me.

 Works Cited
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Fields, Matthew Mugo. "Gifted and Talented Programs Dumb down Our Students." ​Time,​
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Advanced%20Learning%20Program%20MR%20with%20Addendum%20and%20CS
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