Friday, November 14, 2014

The kids on the margins

Questions about gifted education often come down to who should qualify. If some people qualify, then some people don't, and given the way humanity often works, there may not be a huge difference between people just over the dividing line, and people just under. So what happens in those cases?

Jay Mathews, in a recent Washington Post column, addressed this issue. He talked with Jim Delisle (whose new book, Dumbing Down America, is on my desk, and which I will get to in another blog post soon!) Delisle argued that gifted education needs to be better funded and more available; Mathews argued that challenging classes should be available to anyone who wants them.

I don't necessarily think these opinions are completely at odds. We've worked ourselves into this world where in some schools, the gifted classes are the "good" classes. Everything else is so mediocre that the only way to get any challenge is to qualify. Likewise, in sinking districts, a GT program can be a way to keep people in.

But that doesn't mean anything is wrong with gifted education per se. It means that everything else has a big problem. Why can't we solve all these problems? Why do they have to be pitted against each other?

To me, the best world doesn't hinge on whether gifted classes exist or don't exist. It's whether we have an education system where every child is challenged to the extent of her abilities in an environment with her intellectual peers. A self-contained class is one way to do that. In some cases, people might be better off with acceleration. Independent online study could help kids who need lots of advanced work in one particular area. Technology is increasingly allowing individualization. There's no reason a group of 10 year olds have to be doing the same thing whether gifted education exists or not. The problem is that doing away with gifted education isn't generally coupled with making things more challenging for everyone, including gifted kids. It's coupled with...nothing.

I know a number of people who likely seem like they would have qualified for gifted programs but were never officially evaluated because it was never really needed. Perhaps they were in schools with a focus on individualization and challenge within that. As long as each teacher was committed to meeting those needs and given the resources to do so, it never became an issue. But that's rare, unfortunately. Which is why gifted education is often needed. And just because there are people who might just miss the cut off doesn't mean it should be denied to those who do make the cut off.


Anonymous said...


Anonymous said...

Thanks for posting this. I think you've created an attitude shift for me.

I've been blaming the fact that 55% of my child's school is in GT as the problem. That really isn't the problem, is it? The problem is that my kid isn't challenged, not who is or isn't in GT.

I could care less about labels. If they wanted to make my kid into one of the 45% without a label, I'd be fine with it as long as the work is appropriate.

I've just been frustrated for so long about the lack of challenge. But, my postulate has been incorrect.

atxteacher said...

So well said! The fear of those who advocate for the gifted is that without labels and GT programs there is even less of an impetus to serve high ability students. Our fear is the "nothing". I agree it isn't and either-or situation. All students educational needs should be met. Period.