The poor neglected gifted child
By Amy Crawford
Boston Globe
MARCH 16, 2014


GIVEN ALL THE PRESSURES our education system faces, it seems almost indecent to worry about the travails of a small minority of very smart children. Understandably, federal and state education policy has long focused on more obvious problems that education can help address—problems such as the yawning gaps between the test scores of rich and poor students and between different racial groups. Tax dollars disproportionately go to help kids with learning disabilities and other disadvantages, because society generally agrees that they are most in need of help.

In 2002, President George W. Bush signed the No Child Left Behind Act, which penalizes public schools that don’t bring the lowest-performing students up to grade level. The federal Individuals with Disabilities Education Act regulates special education and provides schools with more than $11 billion annually. A provision of federal education law called Title I allocates some $14 billion to schools that have a higher proportion of students from low-income families, to pay for programs designed to keep them from falling behind.

The smartest kid in class, by contrast, is not an expensive problem. A boy or girl who finishes an assignment early can be handed a book and told to read quietly while the teacher works on getting other children caught up. What would clearly be neglect if it happened to a special-needs child tends to look different if the child is gifted: Being left alone might even feel like a reward, an acknowledgment of being a fast learner.

Not surprisingly, programs oriented toward gifted children get barely any federal funding. The Javits Act, the only federal law aimed at gifted students, pays for research and pilot education programs and is currently funded at $5 million, down from a peak of $11 million several years ago.