“I get the burn-it-down and tear-it-down mentality, but what do we replace it with?” asked Marcia Gentry, a professor of education and the director of the Gifted Education Research and Resource Institute at Purdue University.
Gentry coauthored a study two years ago that used federal data to catalogue the stark racial disparities in gifted and talented programs.
It noted that U.S. schools identified 3.3 million students as gifted and talented but that an additional 3.6 million should have been similarly designated. The additional students missing from those rolls, her study said, were disproportionately Black, Latino and Indigenous students.
Nationwide, 8.1% of white children in public schools are considered gifted, compared with 4.5% of Black students, according to an Associated Press analysis of the most recent federal data.
Gifted and talented programs aim to provide outlets for students who feel intellectually constrained by the instruction offered to their peers. Critics of the push to eliminate them say it punishes high achievers and cuts off a prized opportunity for advancement, particularly for low-income families without access to private enrichment programs.
In Seattle, a schools superintendent who left her job in May sought to do away with the district’s Highly Capable Cohort program, as the district’s gifted and talented program is called, blaming it for causing de facto segregation. In its own recent analysis, Seattle public schools found only 0.9% of Black children had been identified as gifted, compared with 12.6% of its white students.