Nobody’s Special PLACE

But if schools are “good” and “bad” based on who enrolls, then what function does a school itself serve?

The SHSAT conversation has crystalized into who is worthy of the “best” education, and who is not. A dyslexic student who excels on projects but not tests; a student juggling multiple caregiving demands; a high-performing student who spends hours at soccer or debate practice — any student who is not laser-focused on preparing for this one test and does not exceed the ever-rising cut-off score — all, under this PLACE paradigm, fall among the undeserving.