With the foundational shift of individual centered learning towards group-based education, a number of people hold the belief that schools should separate students by academic prowess, while others argue that mixed classes of different intellect levels is more beneficial. In this essay, I will delve into this topic and justify why I partially agree with the former viewpoint more.
On the one hand, the effective allocation of resources and an elevated studying environment are the two main reasons why people advocate for academically sorted classes. Firstly, schools which curate students by academic capability are more equipped to allot personnel, funding as well as facilities to high potential individuals. In the recent past, especially for developing or war-stricken countries, education was focused solely on eradicating illiteracy and innumeracy. In contrast, contemporary education focuses on knowledge acquisition and future career prospects. Thus, with academic sorted classes, the curriculum can ensure the most of potential geniuses prosper while avoiding falling into old ways with uneducated people. Secondly, it creates a curated communal environment. When a student is surrounded by like-minded people, they are more likely to feel the need to fit in and aspire to achieve more compared to an unchallenging studying sphere with struggling peers. Therefore, this subconscious mindset helps classes collectively improve when they mirror desired traits from classmates.
On the other hand, a non-segregated classroom allows for less societal disparity. First of all, when students are separated and taught by academic level, they are setting a precedent to which students will succeed or fail. While it may seem insignificant, a small difference may compound into a massive inequality in learning experience, innate opportunities, and input quality. This leads to an exacerbation of a continuously prevalent and toxic trait of modern capitalistic society. Moreover, the cost of holding annual entrance examinations and sorting for gifted schools and classes compound. Not only is there the expense of participating in state or nation-wide tests by both participants and orchestrators, but the price of extracurriculars, intensive courses, and possibly corruption. Thus, the gifted classes gauge academic ability with wealth simultaneously.
In conclusion, while the society inequality which stems from academically sorted classes is an increasingly important problem to be tackled, I personally believe that the enhanced education environment and distribution of available resources outweighs the drawbacks.