To the editor:
I have been reading with interest about the decision by Monument Mountain Regional High School (where I taught for 15 years) to move to heterogeneous grouping (all levels in one class) starting with grade 9. The stated aim — “to provide equity, access and high expectations for all” — is a worthy goal.
When I taught at Monument Mountain, we divided our social studies classes into levels 1, 2 and 3; and there were clearly differences among them, besides the degree of difficulty of instructional materials and assignments. The fact is that there was, unfortunately, also a stigma if you were placed in “level 3.” It didn’t just mean you had some difficulty with reading and writing. It meant you weren’t smart.
On the other hand, if the teacher was able to address each individual’s needs, then students with learning challenges could achieve a great deal. They could feel successful reading books they could comprehend and getting needed help with writing and taking tests.
So the question is: Can individual needs be met in heterogeneous classrooms? Will teachers be prepared to provide for the differences among their students?
If so, I applaud this decision to bring students together, because there are, indeed, many advantages to heterogeneity. For example, when there were discussions in my upper-level classes about such concepts as democracy or the pros and cons of a current issue, I wished that students on every level could have participated. The conversations — with input from diverse students — would, without question, have been eye-opening experiences for everyone involved.
Roselle K. Chartock
Great Barrington
