alt Hacker NewsI'm not sure I even understand your problem.
You are saying that your daughter is in a class composed of, let's say, 10 "average-performing" kids (AP kids) and 10 "high-performing" kids (HP kids), and that because there is 10 HP that require specific support, they don't have enough resources to get any support to her. You also say there are enough HP to form one classroom, so let's say there are 2 classrooms with both 20 students, 10 of which HP and 10 of which AP. But then you are saying that the obvious solution is to split differently, with 20 AP in one classroom and 20 HP in another classroom. But it is not clear to me how it would free up resources.
If 1 HP needs 3 units of resource and 1 AP needs 1 unit of resource, you will have, before, one classroom that needs 30+10 units of resource, and one classroom hat needs 30+10 units of resource. Total: 80. And after your proposal, one classroom that needs 20 units of resource, one classroom that needs 60 units of resource. Total: 80.
If we have only one teacher per classroom, and a teacher can only provide 20 units of resource, and that the teacher was giving resource proportionally, it means that, in the initial scenario, your daughter will get 50% of what she needs, and in your proposal, 100% of what she needs. But it also means that a HP will get 50% of what they need in the initial scenario, and 33% of what they need in your proposal. In this context, it does look that you are asking for a change that profit your daughter while impacting negatively other kids. And that we went for a "balanced" situation where all kids get 50% of what they need, to a situation where some kids get more than others.
Of course, it is way more complex than this. For example, what is "equality": provide the same percentage of needed resource, or provide the same absolute value of resource independently of the need (cf. the famous picture of people of different height using wooden boxes to see a football game). Both of them are equality of opportunity, but with a different metric: one says they will achieve the same success if they provide the same effort, one says they received exactly the same treatment.
But at the end, I'm not convinced the situation is really "There is an obvious good solution (my solution) and the school is being bad for not recognizing my genial idea and having concerns around fairness. That is therefore the proof that people will reject good idea because they are obsessed with the diktat of 'no discrimination'".
1 HP does not need 3 units of resource. They need half a unit of resource. Anyone who has ever been a gifted child or worked with a gifted child knows this. Like, I've never given my kid more than a half hour of instruction in a day. I don't push her very hard. But simply putting her in school for the past six weeks has completely hamstrung her. She's too tired to want to do anything after being there for seven hours a day. She was making vastly more progress with what I could do with her during my lunch break, which is how she ended up years ahead.
I literally just want them to group with by ability and move at the pace of even the slowest HP. I was told there were literally at least 15 children who scored 99th percentile national on their first standardized test, and mine only scored 97th, so there's no chance that they'll be able to do anything for her. There are 5 classrooms, so quintiles seems reasonable enough, but like I said, I would actually be perfectly happy with e.g. 25-30 kids in my kid's class while the slower classes get 15. It is entirely about segregation. Her teacher told me that she has to devote her time to working with the kids who can't count to 4, and my daughter has told me at least one kid isn't fully potty trained and regularly wets themselves. I'm teaching my kid multiplication at home where I end up having to do all of her education myself anyway. She literally gets precisely 0% of what she needs, in the same way that putting a third grader in a kindergarten classroom gives them no benefit at all. Fortunately, I already anticipated that being the case, but it still annoys me that the only reason we're sending her to school is to meet other kids, and they're not putting her with the right group of kids, so even the social value is somewhat limited (she has, on her own, happened to latch onto the four smart kids in her class for recess/lunch. Go figure).
The average home in my area costs $1.5 million and somehow this is the state of public schools. As you might imagine, this sort of situation turns you into a NIMBY or pro-vouchers real fast. There's no resource problem; it's entirely intentional mismanagement.