Being Fair with Kids

The current practice of having children begin school within a twelve-month cohort is unfair but can be ameliorated by incorporating a dual-entry system. Such a reform effort will dramatically reduce failure, improve student achievement at all levels, while reducing expenditures.Many students are penalized from maximizing their academic potential simply by being born at the wrong time of the year. Not only is there a significant decline in achievement for students born in the second half of the year but they also experience higher rates of failure which negatively impacts self-esteem and reduces future success.Meanwhile, more capable students experience unfairness because of the school’s extraordinary effort at helping their failing students. With so much focus on the weak, many strong students are held back from achieving their potential.Parents agonize over when to begin their child's formal education but lack data for making informed decisions. Educators understand the issue intuitively but decision makers lack data for justifying reform. These informational needs are now available.

In this compelling and important book, Jim Dueck brings the student voice to the essential issue of fairness.  Every educator and parent has heard the plaintive cry, “That’s not fair!” when children find the rules of a game inconsistent, ambiguous, and biased.  When children know that a game is not fair, they stop playing the game.  That is precisely the case that Dueck makes when he describes the tragedy of inequity and unfairness in schools.  Fortunately, the author provides practical solutions that every teacher and school leader can implement immediately.  Dueck brings a global perspective to educational issues, and his insights offer hope for students around the world.  Don’t just read this book - study it, apply its lessons, and create a culture of equity for every student., This book is a provocative work that presents important information for thoughtful consideration by parents, educators and others. Many parents agonize over when to begin their child's formal education and Dr. Dueck presents compelling data and evidence to inform this decision. For parents, the arguments presented reinforce emerging trends of personalized learning and differentiating instruction for students in relationship to their roles as their child’s most critical advocate. For educators and politicians the arguments presented should stimulate valuable self-reflection on what systemic reforms deserve their direct attention. Dueck does not pull any punches in this hard-hitting work., This bold and provocative book challenges conventional thinking in education with a reasoned and realistic call for change. Dr Dueck’s real-world approach to problems, which comingles wisdom born of experience with inspirational idealism derived from a love for children, makes this book essential reading for teachers, administrators, parents, and governing bodies. Impressive, data-rich research grounds the call to action and the implications flowing from it are at once fascinating and disturbing, thought-provoking and motivational. This book should be a game changer for educators in North America and beyond., Finally, a detailed revelation of the most important change we can make to our education system, which can ensure huge increased student success for LESS cost! The dual-entry system supported by studies and facts can overcome the detrimental effects of a single date school entry system. This well researched book provides ample evidence for parents, educational decision-makers and all stakeholders to demand a change to improve educational outcomes and futures of our children., It is refreshing to come across education policy discussions that are solidly grounded in both common sense and empirical study.  Jim Dueck has again produced a clear and compelling book with a set of arguments and prescriptions that simply should not be ignored.  How do we get this book into the hands of the nation's educational decision makers?

Jim Dueck has had a career in education spanning 40 years of service as a teacher, principal, superintendent and assistant deputy minister. He has advised representatives from almost 50 education systems around the world who sought suggestions regarding assessment and accountability in education, including the US government’s launch of the Race To The Top initiative.