Really, it's pretty obvious that talented people in any field learn faster and go farther than their average peers.
This may be true in a
system which measures above ceilings and does not regard all who've achieved proficiency as having the same skill and ability.
if you pretend that practice is far more important than talent, you can tell people that they have more control over their futures than they actually do.
It may be that control resides with the particular
system of measurements and rewards which is in place. The
system can either reward talent or practice. The
system is changing. Differentiation in task demands (as opposed to differentiation in instruction, curriculum, and pacing) for gifted pupils may be a part of changing the system. Parents may be wise to question differentiated task demands, not embrace them.
