Why is the current distribution of educational attainment and academic achievement so problematic?
The answer is that dropouts, as well as many holders of high school diplomas or GEDs, typically lack strong foundational skills and the key non-cognitive skills that would enable them to benefit from learning and training experiences later on in life. In fact, the lack of both cognitive and the so-called “soft skills” (e.g., persistence, teamwork skills, and communication skills) makes it more difficult for people to obtain and retain employment, especially for those jobs offering the potential for advancement.
The employment they do find is unlikely to offer them opportunities to improve their skills either on the job or in formal training programs funded by the employer. Teachers who differentiate early and often with students are able to more fully assess a student’s “soft skills” as well as provide classroom opportunities for students to continually practice them with others.
The authors of America’s Perfect Storm argue that the growth of human capital and how that growth is distributed are both important for America. They cite Benjamin Friedman’s work, which links our economic well-being to the very fabric of our society. Friedman concluded that “economic growth is not merely the enabler of higher consumption; it is in many ways the wellspring from which democracy and civil society flow” (p. 4).
Teachers who embrace a differentiated instructional approach know that to do otherwise is to add more water going over the bow of some of the most fragile boats in the convoy. Teachers who differentiate understand that the learning that results for students will likely not be measured by high-stakes tests, but is just as crucial for the future success of students.
Stiggins (2008) provides a parallel summary regarding the urgency of the new mission of schools (p. 26):
Regarding the new mission, schools must no longer be places where some succeed at learning while others tumble into inevitable failure. Rather, they must become places where all students meet prespecified academic achievement standards. This change is driven by the accelerating technical and ethnic evolution of our society and the concomitant need for all students to master foundational lifelong learning proficiencies.