EDU 647

Leslie Booth
Melissa Griggs
Ethics Frameworks
Name of the case: Honors Algebra
What are the facts?
- Teshan and his parents want him in the honors algebra class to help him in
the future.
- Teshan did not make the scores to meet the qualifications for the class.
- The class is full, and there are other students with better scores on the
waiting list.
- The regular algebra class does not produce high performing students,
normally only dropouts or students who do not seek higher education.
What is your gut reaction?
- The other algebra class is where Teshan needs to be placed.
- The teacher of that class may need to be reflective of the lack of impact they
are having.
- Considering that the principal does not want the student to be placed in the
honors math class, they may need to consider helping the general algebra
class be successful, i.e., moving the honors algebra teacher to the regular
algebra class.
Identify the moral concepts/principles
- Equal opportunity
- Distributive justice
- Democratic community
Describe the conflict of moral principles
- Teshan did not attend an equally challenging school as the other students.
(Equal Opporunity)
- Teshan is of a minority and is falling behind. (Distributive Justice)
Compare the Con-Noncon arguments for the case
Consequential Ideas
-

Teshan would not be allowed in the class

because he is the minority of pain.
Equal Opportunity: Teshan attended the lower
performing middle school, and therefore did
not receive equal opportunity.

Non-Consequential Ideas
-

What are the problems with Con ideas

- Do we know how the regular algebra class
would truly affect Teshans future?
- If Teshan is admitted into the class, what
about the other students who scored higher
than him that are on the wait list?

What
-

Teshan would be allowed in the class

lack of opportunity.
The democratic view would base it u
must be considered due to the fact t
minority.
Democratic community: we do not c
over someone else
are the problem of Non-con ideas
If we allow Teshan in the class then a
about his scores? (qualifications)
How can we decide something based
the others involved are of a different
principle)

EDU 647
Leslie Booth
Melissa Griggs
How are both frameworks necessary? Which principle is hierarchical and why?
- When reading the case my mind automatically went to both sides. The
consequentialist is ideal because it would not be fair to the other students to
let him in and not them.
- The non-con idea is also true in Teshan did not have equal opportunity so it is
only fair to let him in. It also relies on his race and the democratic view that
we must consider minorities.
- The non-con idea of allowing Teshan in based upon his lack of equal
opportunity would be hierarchical. He may be able to do the work if he was
given the opportunity to learn with the correct teacher and the right
resources. Teshan needs the chance to show he is worthy of being the honors
class.
Discuss the case with others and come to reflective equilibrium. How would you
persuade someone that this decision is based on more than preference?
- In my opinion, the best way to resolve this issue to place the honors algebra
teacher with the lower performing class. Ms. Teal is obviously doing
something right within her teaching practices. Most likely the students in
honors algebra do not need her in order to be successful considering their
high scores. The lower class needs the opportunity to excel with Ms. Teal.
Teshan could be placed in the lower class, but with the teacher who made the
honors class successful. This way other students who were not presented
with an equal opportunity in middle school can now have a chance to prove
their work and knowledge. This way other students can participate in the
honors algebra class, but no standards are swept under the rug. Also this
allows each student to have an equal opportunity to achieve their goals and
work towards a better future.