While criticisms of gifted education are not new, they have grown increasingly absurd. In New York, writer Katie Arnold-Ratliff, for example, recently questioned whether student giftedness was a myth. She originallytried to argue that gifted programs were pointless because “only 12.3 percent” of gifted students in a study “reached a level of eminence” by age 50, meaning “88 percent never” reached extraordinary levels of success such as becoming Fortune 500 executives or award-winning journalists.
Arnold-Ratliff’s article, however, represents the last gasp of a failed experiment. Attempts to replace gifted and talented programs with more “equitable” initiatives have proved damaging to both high-achieving kids and students struggling academically. Thankfully, some school districts are starting to reverse course.
Finally, a reason to check your email.