Most kids start school with one thing in common -- their age. But a new report by the Connecticut Association of Public School Superintendents says that what a student actually knows is more important.
"We need to stop grouping children based on how old they are, but instead based on where they are on the learning continuum regardless of what the subject is," said Joe Cirasuolo, CAPPS executive director. "They move along at a pace that's appropriate for them, instead of that assembly line pace we have them on."
In 2013, a state law was passed encouraging districts to pursue a student-centered approach. In this system, projects, goals, and even tests are driven by each individual student.
At least 29 high schools and middle schools and seven districts have taken strides toward this system since 2013, including Windsor Locks and Meriden.
But could this new grouping harm students who see their friends move along faster? Would that make it harder socially for some kids?
Cirasuolo said he understands that concern, but research shows that students perform better when grouped based on what they know. He also said that student surveys show that kids prefer it.
"Remember, it's not just a question about moving them along at the right pace, it's also making sure that they are learning in a way that aligns best with how they learn," Cirasuolo said.
The superintendent's association is pushing for all districts to take the student-centered approach, arguing that it's long overdue.
The association's report was produced in partnership with the Nellie Mae Education Foundation, which also supports WNPR's education reporting initiative.
