Originally Posted by thx1138
... we failed to craft a narrative to justify supporting gifted children in schools.
I believe the narrative to justify supporting gifted children in schools is this:
Originally Posted by old threads
For continuing growth and development, kids need:
1) appropriate academic challenge
2) true peers
For typical kids, these needs may be met in a general ed classroom, however for children with higher IQ/giftedness, these needs may not be met without intentional effort in providing advanced curriculum, and grouping for instruction with academic/intellectual peers.

Some negatives which may occur when a child is not learning something new every day include these observations or signs that a child is not appropriately challenged.

Originally Posted by thnx
Now our problem is exponentially worse... our battle is now even more steeply uphill. We are pretty much on our own.
Yes, equal opportunity has morphed to equal outcomes, substantiated by a variety of questionable grading practices, and now is morphing into a concept of equity which contains a retaliatory and non-negotiable demand that anyone deemed to have "privilege" must be shamed, treated as less-than (aka pariahs), and denied future opportunity. A culture of work ethic, merit, math-facts, science, and correct/incorrect answers is quickly falling by the wayside, replaced with a preference for valuing feelings and raising the practice of taking offense to an art form.

Related thread:
Thoughts on work of Drs E Frattura & C Capper? (Sept 2020)
Link -http://giftedissues.davidsongifted.org/BB/ubbthreads.php/topics/247587/Thoughts_on_work_of_Drs_E_Frat.html#Post247587

Back to the topic of this thread... the Math Test... Allowing qualified students to accelerate in math is one way to meet the needs of gifted pupils, providing appropriate academic challenge in their zone of proximal development (ZPD), and quite possibly also with intellectual peers.