Discussed extensively at Hacker News.

Stop Eliminating Gifted Programs and Calling It ‘Equity’: The case for expanding opportunities for brilliant Black and brown children.
September 9, 2021
by Colin Seale
Teach for America

I often get the side-eye when I mention gifted education and equity in the same sentence. After all, gifted programs have a well-deserved reputation for concentrating resources on already-privileged students, and students of color are significantly underrepresented.

So before I dive into my case for expanding—rather than eliminating—gifted education programs, I want to lay a brief foundation for how to think through this issue. Here is a simple, three-part premise to frame this conversation:

1. All students have gifts and talents.
2. Some, but not all, students are academically gifted and talented.
3. The current population of students we identify as academically gifted and talented is unacceptably whiter and wealthier than the actual student population of academically gifted and talented students should be.

I do not anticipate much disagreement with my first point about all students having unique gifts and talents. Classroom teachers would not dispute my second point about the existence of out-of-this-world brilliant students who are rarely challenged by the content and instruction delivered in the standard classroom environment. Whether we choose to meet or even acknowledge these students’ needs, however, often depends on our comfort level with labeling children based on their advanced academic needs—an inconsistent objection given all the ways public education sorts and labels children in just about every other context.

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