Postscript to Previous Post

What it comes down to is that E and Z were intellectually engaged with every aspect of the task, from doing the academic work, to addressing challenges, to engaging with other people.

Now, I could argue that a different kind of classroom--one devoted to inquiry and exploration in a holistic way (i.e. the endpoint is as open as the process, not just a worksheet)--would engage some of these other kids more intensely, and I'm sure it would. C (different C from previous post) and A would be on fire in an inquiry-based classroom, and so would little Y who never said a word in kindergarten. But, E and Z would be positively explosive, and I'm guessing R would still be lost and C (a third C) would still space out.

So differences, albeit different differences, would remain, though more kids could very well be served...