A word about enrichment... wonderful for student-led interests outside of the classroom, but no substitute for advanced academics.

It took me a while to find, but here is a report from 1997, titled What it Means to Teach Gifted Learners Well, by Carol Ann Tomlinson, Ed.D., University of Virginia. This report is on the website of the National Association for Gifted Children (NAGC).

Unfortunately, it appears that much of what was known a quarter of a century ago has been forgotten or pushed aside with the introduction of common core and the focus on creating equal outcomes for all students.

Originally Posted by article
6. Instruction for gifted learners is inappropriate when it is rooted in novel, "enriching" or piecemeal learning experiences. If a child were a very talented pianist, we would question the quality of her music teacher if the child regularly made toy pianos, read stories about peculiar happenings in the music world, and did word-search puzzles on the names of musicians. Rather, we would expect the student to work directly with the theory and performance of music in a variety of forms and at consistently escalating levels of complexity. We would expect the young pianist to be learning how a musician thinks and works, and to be developing a clear sense of her own movement toward expert-level performance in piano. Completing word-search puzzles, building musical instruments and reading about oddities in the lives of composers may be novel, may be "enriching,"(and certainly seems lacking in coherent scope and sequence, and therefore sounds piecemeal). But those things will not foster high-level talent development in music. The same hold true for math, history, science, and so on.
Link - https://www.nagc.org/resources-publ...what-it-means-teach-gifted-learners-well

Archived on WayBack Machine, internet archive -
https://web.archive.org/web/*/https://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well