Over at the Hechingerreport.com, Sarah Garland wonders how we can move toward ending “racial inequality in gifted education” programs. Garland laments the following:
Gifted and talented programs have been the target of criticism ever since the concept took hold in the 1970s as huge demographic changes were transforming urban school districts. White, middle-class families were fleeing to the suburbs. Like magnet schools, accelerated programs for gifted students were attractive to many of these families and provided a way to counteract this flight and maintain diversity in city school systems. The problem was that gifted programs tended to foster racial separation inside schools, undermining the very goal they were supposed to support.
Today, gifted programs still tend to separate students by race. New York City is a case in point. There, the education department has been struggling for years to change the demographic makeup of its gifted program—which is disproportionately white and Asian—and spread access to a more representative group of students. There are a handful of open-enrollment gifted schools in the city, but the district’s efforts at increasing diversity in the bulk of gifted and talented classrooms have largely backfired.
Why is this surprising? Of course these programs backfired. Of course gifted programs in New York City are primarily comprised of Asian and white students. Of course attempts to socially engineer gifted programs have failed. What else would we expect in a world where the most important predictor of education success and achievement is the structure of the family?