By requiring all students to take advanced courses and score higher on standardized tests, California and other states are missing out on deepening learning and teaching vital critical-thinking skills, write two University of California education professors in a new report. "Any gains come at the expense of other goals for high school reform, including equity, curricular relevance, and student interest," write W. Norton Grubb, a University of California, Berkeley, education professor and Jeannie Oakes, a University of California, Los Angeles, education professor.

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