The High Flyer

A recent New York Times analysis suggests that a generation of policies meant to bring racial proportionality to our selective colleges has failed. “Even after decades of affirmative action, black and Hispanic students are more underrepresented at the nation’s top colleges and universities than they were 35 years ago,” declared the authors.

In 2015, black and Hispanic students made up 15 and 22 percent of the U.S. college age population, respectively, but just 8 and 14 percent of the enrollments at top universities. Those gaps are wider today than in 1980—and, in the case of Hispanic students, the gap has tripled over that time.

Yet these higher-education problems are a consequence and symptom of a systemic ailment that is typically caught as soon as students of color enter the classroom. Some, of course, have been immunized before they get there and some were hit well before kindergarten. For many, however, the K–12 system is where trouble begins. “Elementary and secondary schools with large numbers of black and Hispanic students are less likely to have experienced teachers, advanced courses, high-quality instructional materials and adequate facilities,” writes the Times, citing data from the Office for Civil Rights.

These school-level deficiencies...

As the ink dries on the recently enacted gifted education law, Public Law 17–82, Connecticut has the opportunity to lead the nation in empowering local school administrators and teachers in how to best serve our gifted and talented students.

The field of education knows what works to serve gifted and talented students, including how best to identify these students, how to appropriately use acceleration strategies and how to best prepare teachers to work with this population. Best practice guidelines called for in the law will offer direction and clarity to districts on gifted education practices; guidance many practitioners lack today.

To move this forward, we encourage state officials to follow three important steps.

First, they should remove policy barriers to learning and establish a sound statewide policy on acceleration. Research demonstrates that acceleration strategies—such as advancing students an entire grade or in certain subjects—are one of the most effective approaches to help ensure all children, regardless of background, receive quality gifted and talented programing.

Acceleration strategies allow students to access advanced content, skills, or understanding before their expected age or grade level. Rather than load students up with more content they have already mastered, acceleration helps truly challenge these...

More than sixty years ago, Lewis Terman said, “It seems that the schools are more opposed to acceleration now than they were thirty years ago. The lockstep seems to have become more and more the fashion, notwithstanding the fact that practically everyone who has investigated the subject is against it.” Terman’s words reflect today’s disconnect between research on and practice of academic acceleration.

Gifted education experts have been advocates of academic acceleration for decades. It is a strategy that works. Early pioneers in the field promoted grade-skipping and early college entrance. Contemporary scholars study a variety of academic acceleration, ranging from widespread interventions like Advanced Placement classes to less common procedures such as allowing a child to advance through a year of curriculum in just one semester.

Many studies have shown benefits during childhood for accelerated individuals, but few studies have examined outcomes of acceleration in adulthood. Two recent studies compared adult income for accelerated and similar non-accelerated individuals. The first study used the Terman dataset, a famous study that collected data on over 1,500 gifted children over the course of seven decades. The second study used more modern data from five U.S. federal government studies, ranging from...

I attended my first summer camp at six years old. After that experience, I looked forward to attending every year. At summer camp, I was exposed to new things with friendly staff in a positive environment. During one year of summer camp, the academic enrichment was so great that I was able to test out of the traditional second grade math program when school started. My school created a special math program for me and a few other students who attended the same summer camp with me. Two years later, I found myself being identified as a gifted student and math is one of my favorite subjects. Even though all camps don’t offer academic enrichment, they do expose kids to lots of new concepts and ideas that are valuable. I think all kids deserve stimulating opportunities like that during the summer.

Maryland’s Governor Larry Hogan issued an executive order in 2016 mandating that all Maryland public schools start after Labor Day. The executive order cites the August heat and state economic deprivation as reasons for the mandate. Starting school later may help Maryland’s workforce and economy thrive, but it also creates additional stress for working parents who can’t stay...