Ah, the age old question when it comes to some of the less glamorous elements of education, like learning arithmetic with the numbers one through twelve.
Should we have students perform repetitious exercises until their hands hurt from writing, or will we be satisfied when they can show us they know it by doing a couple of correct examples of each?
What about more complex math? Can we let students pass with just a few exercises for understanding or do we need to make it a marathon, or maybe, half a marathon?
The answer is, "It depends upon the student!" Some students already know how to do the math, some students are learning how to do the math, some need to learn how to do the math and others aren't going to learn to do the math!
Okay, so you give students different assignments, different tests and different grades? What do you do when the complaints come in like a tsunami?
Do we HAVE to get PERMISSION to run such a curriculum for the benefit of the students from the administration before we do it? Or do we take the position that we'll ask forgiveness later?
Here we go with public education at its finest! The appearance of favoritism and the suggestion of biased grading and testing will, in all likelihood, be viewed with great consternation in the Principals Office and the District Office! I can just see the Board Meeting on the topic!
I absolutely refuse to engage in the same practices as my elementary counterparts due to someones misguided interpretation of what's fair! After all, is it about education for the student designed to meet their needs, or is it one size fits all with no possibility of differentiated educational experiences?
If it is, then I can only say to those advocating against what they would likely see as preferential treatment for others as a bad thing, "Don't worry, when you start earning minimum wage, it'll be completely fair!"