Valuable thoughts on tracking in public school classrooms (or, evidently the verbal section of the GRE doesn't deter enough people from grad school..)

For those of you in the education world who haven't been sleeping through all of your staff development, you've heard all sorts or arguments about tracking. For tracking. Against tracking. Track and field. Tracking for these kids but not those kids. All sorts of arguments I mean discussions.

I'm not here to talk about tracking, but I thought you might like to see what some of my esteemed classmates in the pursuit of higher learning about learning are saying about the issue:

about this issue, at the end is depending what point of view do we see, negative or positive and how to minimize negative aspects

The wonderful thing about having AP credit is that a lot of colleges and universities will take these credits and apply them to a bachelor's degree. So, when they leave high school with several college hours, they are more likely to say, "hey, I have a head start, why not finish a degree??"

Adults change their minds so why wouldn't students change their minds as well?

Notice the insightful revelations, sound logic, and superb control of the English language employed to express these deep thoughts during a recent discussion. It really is remarkable. And to think, such advanced statements are being supplied by the students in graduate level studies! Imagine what those PhD candidates are capable of creating! It boggles the mind!

Don't think for a second that these jewels are one of a kind (or three of a kind or whatever smart remark you may have just thought). There's plenty more where they came from. In fact, there are more than 120 posts in each of my discussion threads filled with substantive posts (words of the prof) like these that provide a lively and productive discussion for all parties involved.

If one of my classmates shares another epiphany or two, I may post those as well. I've got to give myself some reason to read all those posts...