FROM ACCESS TO AGENCY
GUIDING QUESTION
Listening before modeling.
Before trying to redefine what success might measure, I wanted to listen to people whose paths did not follow the expected academic script.
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If a student fails to gain admission to a gifted high school, does that necessarily mean they are less likely to succeed in the future?
If some forms of potential are difficult to observe through examination results, the next question is not only how to measure them — but how to help them grow.
FROM MEASUREMENT TO DEVELOPMENT
What happens when the curriculum begins with the learner rather than the test?
These are the questions I am still working through.