School districts all across America have long suffered from “excellence gaps” in which advantaged students reach high levels of achievement at significantly greater rates than their less affluent peers. But some school systems are working to combat it.
One such place is Montgomery County, Maryland, a large district in the Washington, D.C., area that’s made strides in diversifying the students served by its gifted education programs. By expanding the number of seats, universally screening every third grader, using more holistic identification criteria, and selecting students based on how they perform compared to kids at their school instead of the entire district (using “local norms”), administrators increased the proportion of black and Hispanic elementary-school participants from 23 percent in 2016 to 31 percent today.
What school leaders, policymakers, educators, and advocates need to recognize, however, is that these very important, short-term changes are only part of the solution. It’s not enough to diversify gifted education offerings. The programs must also continue to challenge all of their students and maximize their potential. They must remain, in other words, excellent.
Yet one of the problems with achieving both of these aims is that various forms of inequality cause disadvantaged students, through no...