Gifted education has an identity problem.
If you ask many people, gifted programs exist because “gifted” students have unique needs. But what does this mean? And what is the overall purpose of K–12 gifted education? Even within the gifted education community, the actual outcomes of “gifted” programs are too often unclear, leading to charges of ineffectiveness at best and outright discrimination at worst.
In one sense, gifted services exist to develop advanced abilities—to provide interventions to those students who need them in order to develop excellence. Some students have unmet academic needs, that’s where gifted education kicks in. Makes sense, right? However, the kids served in gifted programs are disproportionally from white, Asian, and higher-income families. This is a problem for political and advocacy reasons, but also because the majority of American students now come from low-income or racial/ethnic minority families. If the U.S. educational system can’t develop the talents of African American, Latino, or low-income students, what good is it?
In gifted education, there is often tension between two implied goals: developing excellence and promoting equity. In a recent Gifted Child Quarterly article, my colleague Kenneth Engerrand and I tried to come up with a way