Talent Loss Among High-Achieving Poor Students

The capability or calibre cannot be judged based on Results, as it depends on the student to student & also the examination is testing of knowledge of a student, for the whole year in two or three hours. In July 2020 the exam result of the secondary standard was declared by the Board of School Education Haryana, Bhiwani and there is a discussion about topper & the schools in which these toppers were studying & strategy of these toppers regarding exam preparation, their interviews & photos were published in the Newspapers, why not? It must be but in this spark light, there is some darkness behind this. Everyone is congratulating these students, as they are studied from the Private Schools of the Urban City areas of the Haryana, a few are from the most educated families, whose parents their selves are teachers or professors. Through this, we are ignoring a bitter truth of the poor students of the Government Schools, who despite lack of all the big & small facilities, as compare of these Private schools’ performed equal to these toppers. KEYWORDS: Testing of knowledge, Education in Private Schools, Toppers and Calibre.

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The Exploratory Study of Dialogue Among Parents and Their Middle School Low-achieving Children at Home: Comparisons with High-achieving Children

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2017.17.8.69 ◽

2017 ◽

Vol 17 (8) ◽

pp. 69-94

Author(s):

YuSung Heo ◽

Keyword(s):

Middle School ◽

Exploratory Study ◽

High Achieving ◽

At Home

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“Over-zealous Parents, Over-programmed Families”: Asian Americans, Academic Achievement, and White Supremacy

Sociology of Race and Ethnicity ◽

10.1177/23326492211018483 ◽

2021 ◽

pp. 233264922110184

Author(s):

Pawan Dhingra

Keyword(s):

Asian Americans ◽

Asian American ◽

White Supremacy ◽

Minority Group ◽

People Of Color ◽

White Educators ◽

Asian American Students ◽

American Students ◽

High Achieving ◽

K 12

Discussions of white supremacy focus on patterns of whites’ stature over people of color across institutions. When a minority group achieves more than whites, it is not studied through the lens of white supremacy. For example, arguments of white supremacy in K-12 schools focus on the disfranchisement of African Americans and Latinxs. Discussions of high-achieving Asian American students have not been framed as such and, in fact, can be used to argue against the existence of white privilege. This article explains why this conception is false. White supremacy can be active even when people of color achieve more than whites. Drawing from interviews and observations of mostly white educators in Boston suburbs that have a significant presence of Asian American students, I demonstrate that even when Asian Americans outcompete whites in schools, white supremacy is active through two means. First, Asian Americans are applauded in ways that fit a model minority stereotype and frame other groups as not working hard enough. Second and more significantly, Asian Americans encounter anti-Asian stereotypes and are told to assimilate into the model of white educators. This treatment is institutionalized within the school system through educators’ practices and attitudes. These findings somewhat support but mostly contrast the notion of “honorary whiteness,” for they show that high-achieving minorities are not just tools of white supremacy toward other people of color but also targets of it themselves. Understanding how high-achieving minorities experience institutionalized racism demonstrates the far reach of white supremacy.

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