A child may have the genetic potential but never reach their potential because of outside factors. One's environment shapes one's brain development.
That's why equity is just as important as equality in education. Equity is understanding that children start from different circumstances and may need specific support to actually reach their potential.
Although the biggest factor here would just be for society to make sure no child has an upbringing where food, shelter, other lack of resources are a problem.
How convenient.
But my point was that wealth = a child more likely to reach their potential. That's a real gap, and a real social problem that needs addressed, by the powers (government) capable of addressing it.
However, schools do have a duty to provide a safe and conducive environment for education. Many don't offer that. Many have meals that are inadequate, many have a bullying problem that schools refuse to address, many care more about their sports stars than they do providing equal opportunity for education, etc.
By law, they monopolize up to half of a child's waking life for more than half of the year. This time commitment requires that parents put at least one meal, a substantial portion of the child's physical development, and almost all of their intellectual development (and, by extension, a substantial portion of their behavioral development) in the hands of the school.
If educational institutions are not taking seriously their potential influence on the social outcomes of their students, they're completely misunderstanding the practical mantle they've taken on. And so have you.
(There are limited situations where it does make sense, logistically, for schools to provision social services. E.g. meals for students who don't have access to steady food sources. But those are relatively uncontroversial, as opposed to curricular and classroom management practices that make sacrifices of schools' educational integrity for a theoretical goal of equity, while failing to even deliver that.)
I don't disagree.
But at the same time, it's also important to ask: was that child offered to learn and apply themselves in the same, stable environment as a child from a more wealthy upbringing? If the answer is no, that child was done a disservice. If the answer is yes, and they still fail, obviously don't graduate them...
The goal shouldn't ever be "Just pass everyone" it should be making sure that every child has the same opportunity and circumstances to succeed.
If you’re 18 and can’t read/write/math there is no opportunity to succeed, giving them a diploma doesn’t change that. At some point the child is just out of time no matter the circumstance.
may not. I’m not just being pedantic; it’s very important to recognize that being impoverished is not the same as being incapable.
But it does mean you’re living life on hard mode.
While there may be some concepts that some will struggle with or unable to handle, the VAST majority of school comes down to the effort an individual puts in. You won't pass with zero effort. Some may be able to skate by with less effort because they can reason better, but in the end it will always come down to effort put in.
If you are not high IQ, that means you need to put more effort if you want to get "straight A's"... it is emphatically not an excuse to give up, not try or lower standards. I say this as someone somewhat high IQ who was a bit lazy and easily distracted in school. There were lots of kids that weren't as smart that got high grades and did well.. because they put in the work. I'm also a bit older than a lot of people here (early 50's).