Wednesday, March 11, 2015
The Common Core and gifted ed
About two years ago, I interviewed several education observers who were amazed at how far the Common Core idea had gone. The vast majority of states had signed on to this set of higher standards, and agreed to teach students according to objectives that would make them "college and career ready." As with much in education, however, politics eventually reared its head, and now a number of states are backtracking. The Common Core has become an enemy for those on both the left (who've not been as excited about the testing and accountability movements) and the right (who've decided that the Common Core is a threat to local control of education). Well, now it seems there might be another problem. According to a new paper from the Fordham Institute, some districts are using the adoption of the Common Core as a reason to jettison gifted education. The idea is pretty straightforward: Common Core is raising standards, so gifted education is no longer necessary! Others use a secondary argument: implementing the Common Core is expensive, so funds must be transferred from non-essential services such as gifted education. Both arguments are problematic. Raising the floor on American education does little for people who were already well above it. As the Fordham paper points out, the math standards are only fully developed through Algebra 2, while many gifted young people make it through calculus years before age 18. As for costs, this argument only works if you view gifted education as one of those nice-but-needless expenses, which gets a little closer to the problem with all this. Many districts view gifted education as something extra and special for kids who already have a lot. They don't view it as an educational intervention for kids who really need it. The reality is that many people in education don't like the idea of gifted education. The Common Core becomes an easy excuse to attack it, but if it wasn't the Common Core, it would be something else. The Common Core may have its merits and drawbacks, but it's an entirely separate issue from gifted education, and should be treated as such.