Most decisions based around student accommodations, support, and qualifications for special education are still based off of IQ tests.

This... makes me uncomfortable.
Because we're defining intelligence as set and unchanging, that working hard is still gonna land you (at best) an average.

And kids take that shit to HEART, y'all. It's defeatist and upsetting and -

I dunno.

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@bird I see variation in this. Most of the assessments in my district don't even MENTION IQ scores, with the exception of our TAG program.

Of course we still rely heavily on standardized testing for data collection, so I can't say it's all sunshine and happiness here.

@bird That is really sad and frustrating. I was only involved in diagnosing students a couple times, but I remember filling out at least a couple forms that wanted me to rate how often the students had certain thoughts.

THOUGHT POLICE, my gosh. Had a teacher come to me once expressing distaste and kinda fear about a kid's writing - and it was dark stuff, no mistake, but they had some shit going on in their life and expressed it in a healthier way than NOT expressing it.

(white older lady teacher and an African American male student, for context ahaa)

Like, negative emotions = bad person?? WhAT??

@bird That's ridiculous, and not surprising - I taught in rural Iowa and Illinois, and I had a lot of great colleagues, and a fair number that really didn't get kids outside certain types.

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