In recent years, California schools have focused intensely on supporting students with various learning challenges - from those with disabilities to English language learners. However, one group consistently falls through the cracks: academically gifted students.
Over the past 15 years, many school districts have steadily dismantled programs serving gifted learners. This trend accelerated in 2021 amid concerns about racial inequities, as Black and Latino students were identified as gifted at much lower rates than their white and Asian peers.
The core issue stems from how gifted education evolved from its original purpose. Rather than serving students with unique learning patterns and needs, these programs became prestigious tracks for high achievers, often with enhanced resources and enriched curricula that parents eagerly sought.
True giftedness involves what experts call "asynchronous development" - where a student may read at an 11th-grade level but struggle socially at a kindergarten level. These children frequently have difficulty connecting with peers and risk disengaging from school when the pace feels too slow.
The Los Angeles Unified District maintains gifted programs catering to different academic and creative abilities, including one for highly gifted students who may handle college-level work while still in high school. However, California eliminated state funding for gifted education in 2013, leaving districts with little incentive to preserve these programs.
Some argue that differentiated instruction - where teachers adjust lessons for varying student needs - could help. But this proves challenging in large classes. Others suggest opening gifted programs to all students, though this often leads to slower pacing that defeats the original purpose.
One promising model involved a small public school program that emphasized individual projects over testing. Students could demonstrate learning through various means - written reports, films, plays, or games - working at their own pace and showcasing their unique talents. While successful, such programs require exceptional teachers and prove difficult to replicate broadly.
As schools grapple with equity concerns, the solution isn't eliminating gifted programs but rather addressing identification biases while preserving support for students who genuinely need accelerated learning opportunities. These learners deserve an education matched to their unique developmental patterns and intellectual needs.
The current neglect of gifted education in California represents a missed opportunity to nurture exceptional talents and abilities. Without proper support, these students risk becoming bored, disengaged, and unable to reach their full potential - a loss not just for them, but for society as a whole.
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