Home > Uncategorized > Gifted and Talented Programs Fail on Two Accounts: They Segregate Based on Race and Economics AND They Tell 90% of Students They are UN-gifted and UN-talented

Gifted and Talented Programs Fail on Two Accounts: They Segregate Based on Race and Economics AND They Tell 90% of Students They are UN-gifted and UN-talented

August 29, 2019

Today’s NYDaily News op ed article by Alison Roda and Judith Kafka describes one of the major pitfalls of NYC’s current arrangement that separates “Gifted and Talented” students into programs designed to meet their needs: it ends up segregating white and Asian children from the economically disadvantaged African-American and Latina students:

The just-unveiled proposal to eliminate New York City’s Gifted and Talented programs, while also doing away with selective admissions for most middle schools, has predictably alarmed critics who fear that restructuring a system that sorts young children into academic “winners” and “losers” will hurt those who currently benefit from it.

Yet the city’s G&T programs do not serve a highly specialized population of children with exceptional academic needs. Instead, they help to maintain racial and socio-economic segregation by creating exclusive educational spaces. Middle schools that base admissions on students’ test scores, grades and attendance records serve a similar function: They promote segregation while framing high quality education as a scarce resource.

Instead of having gifted and talented programs that sort and select students based on test scores, grades and attendance— and implicitly on parents’ ability to navigate a systems complex as application to college— Mss. Roda and Kafka are seeking de-tracking and “…eliminating exclusive programs”. So if these programs vanish, what will take their place? Based on a Chlakbeat article by Ms. Roda, it would be school-wide enrichment, which she describes as follows:

(School-Wide enrichment) is an approach that tasks school staffers with identifying students’ interests and then developing mini-courses, more detailed units of study, and electives for older students centered on those topics.

Schoolwide enrichment “is really flipping the whole idea on its head,” said Allison Roda, a professor at Molloy College who has studied the city’s gifted programs. “Instead of sorting students based on perceived ability and whether they can pass a test when they’re 4 years old, the school’s job is to find out what those gifts and talents are and to develop them.”

For younger children, that could mean setting up small groups of students who are pulled out of their classrooms to learn the basics of photography. In middle and high school, staff can give students questionnaires about their interests and use that information to set up electives that could include topics ranging from robotics to journalism.

The idea, experts said, is to create additional learning opportunities that foster curiosity for all students in a school instead of walling off opportunities for students labeled “gifted.”

In sum… school-wide enrichment, which was popularized in the late 20th century by University of Connecticut teacher Joseph Renzulli– is based on the constructivist theories rooted in John Dewey’s philosophy and Jean Piaget’s psychology— the student-centered approach that reinforces the “notion that he learner has prior knowledge and experiences, which is often determined by their social and cultural environment. Learning is therefore done by students’ “constructing” knowledge out of their experiences.” This paradigm is the opposite of the behaviorist approaches used to break learning into its component parts and then have teachers pour the information into students… an approach that also assumes that a student’s capacity for learning can be measured by standardized intelligence tests and assume their “performance” can be measured by standardized achievement tests.

Based on my experience as an administrator for over three decades, it is clear to me that the adoption of this “new paradigm” will be an uphill battle… for virtually everyone in public schools has been exposed only to the behaviorist paradigm and it’s basis in “efficiency” seems to fit the Western perspective on teaching and learning and the Western perspective that education is “hard work”.

I hope that Ms. Roda’s advocacy for this approach results in an embrace of school-wide enrichment… for when it IS put in place every child in the school benefits. But it will only happen if those at the top are willing to persist on promoting it, for the parents of those children who have been identified as “gifted and talented” when they are four years old are already in the  pipeline and are benefitting from the special treatment their “special programs” provide them and they will not go quietly.

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