When individual students are all treated equally in that they have identical exposure to curriculum material, the rat...

Emil-Kunkin on July 11 at 03:15PM

Let's start in the passage. We have two statements, and there seems to be a bit of tension between them. The author tells us that when we hold all factors other than instruction equal, students will vary in how well and fast they learn. We are then told that for all students to master the curriculum, some will need different types of help/instruction.

The seems to me that the author is then going to tell us that we should in fact vary our instruction to help all students master the material. Since there are disparities based on the other factors, it seems like the only way to minimize or eliminate these disparities is to give students different instruction.

A matches this. It tells us that we must treat students differently in some way to ensure that everyone manages the same outcome, that is, mastering the curriculum. This matches the idea that since equal treatment leads to disparities, to have an equal result we must have some unequal treatment, here in the form of instruction.

B directly contradicts the passage. The passage tells us that there are other factors involved, and doesn't really tell us much about the quantity of teaching, but about the style.

C simply isn't reflected in the passage at all.

D isn't supported by the passage because it is normative. The author never actually tells us what we should do, although it may feel like they wanted to.

E is also normative.