In my observation and experience, it became much more difficult to advocate for gifted kids when common core ushered in an era of:
1) seeking "
equal outcomes" for all kids enrolled in US public schools, and
2)
data collection to both measure progress toward, and enforce the attainment of, "equal outcomes".
Unfortunately, closing achievement gaps and excellence gaps may be accomplished, in part, by capping the growth of students at the top.
Teachers who do not close gaps in their classrooms may receive negative performance reviews, and ultimately may not remain employed.
Some schools are very deeply invested in this, others may be following behind. With a focus on "equal outcomes," educational freedom and personal liberty may be circling the drain and slipping away.
In the scenarios you describe, two things may be helpful:
1) repeatedly asking for "next steps" and "where we are, in the process"... and documenting this in letters to the school, and
2) repeatedly asking for dates... and documenting these in letters to the school.
This may allow parents to:
1) point out when the process is diverging from described "next steps" and/or when the process has gone backward, essentially repeating steps and/or revisiting decisions, and
2) point out out when dates have passed, then ask for expedited action.
