My kid received a gifted IEP designation in second or third grade and we were like, "Okay, what does that mean in an urban public school in a school district with no money?" And the answer was "basically nothing."
Proponents of Gifted & Talented programs have promoted the notion that the smartest children need extra enrichment to reach their potential and that we can measure the beneficial impact on the children who receive it. But not a single part of this story is true, reports Katie Arnold-Ratliff.
Critics say the systems we use to educate the brightest kids are flawed and exclusionary. What if it’s the very premise of giftedness that’s faulty?
