They also express concern that students without the deep and broad background knowledge and fluency that
affluent children generally absorb from their homes and
communities first need to develop that core knowledge
before they can benefit from a collaborative, project - based approach.
In the bad old days,
before statewide standards,
affluent communities tended to ask their kids to shoot for the moon (or at least 3s, 4s, and 5s on a battery of Advanced Placement exams), while too many schools in low - income neighborhoods were happy with basic literacy and numeracy.