Should Schools Eliminate Gifted and Talented Programs?
By: Ashley Weng
Image by Lyons Elementary
Introduction
Gifted and Talented Programs are becoming a growing topic of debate across the country. Its original purpose is to benefit students who seem to be more academically inclined or possess greater talent than others. Those who support the program argue that it fosters important connections and challenges students, which promotes mental growth. However, those who believe that Gifted and Talented Programs should not exist in schools think that they boost inequality and create unfair comparisons between students. Recognizing both the drawbacks and advantages of these programs is essential for the growth of the school system moving forward.
Pros:
Students are Challenged:
One of the biggest arguments in support of Gifted and Talented Programs in schools is that high-achieving students must be constantly challenged and engaged academically. In classes, these students may learn faster than others or have prior knowledge of subjects taught in school, making them bored of the standard curriculum. If gifted students aren’t challenged, they become poorly engaged and discouraged to learn because they already believe they know everything to be taught. However, if high-achieving students are placed in programs such as G&T, they are offered a chance to think and learn more than they would in a standard class, removing boredom from academic activities. Gifted programs often delve deeper into academic content, provide more complex problem-solving activities, and discuss solutions to real-life issues that keep gifted students engaged. These challenges encourage [students] to tackle complex problems and help them to develop critical thinking skills. These experiences stretch students’ capabilities and promote progress towards mastery through effort and perseverance”(Schneider 4). This means that G&T programs and the challenges that they present to academically inclined students serve to benefit the student greatly.
In Gifted and Talented programs, students are challenged with real-life issues and tasks that prepare them for a world outside of school. Image by Getty Images.
Important Connections:
Along with students being challenged with Gifted and Talented programs, they are also given the opportunity to connect with others who think at the same level as they do. Because gifted students are considered to be more academically improved than others, they may feel left out or misunderstood in the traditional classroom. When they are able to talk with others, they may feel the same as they do, and they can feel more comfortable at school. Furthermore, when students are exposed to others who are just as intelligent as they are, they are filled with a sense of competition. This inspires students to excel in their academics and reduces boredom that gifted students may feel in traditional classes. “Several studies have suggested that competition has positive effects that increase motivation and learning, thereby promoting academic achievement”(Park 2). Clearly, with competition involved, students have more room to grow and develop a desire to excel in their studies and to learn about the world around them.
Cons:
Inequality and Unfairness:
However, despite the benefits that Gifted and Talented programs grant to academically inclined students, many argue that these systems only push inequality between students. For most programs, only a few factors contribute to determining if a student is ‘gifted’ or not, such as standardized testing and teacher recommendations. Many believe that these factors deal heavily with bias and that tests unfairly represent a student's academic capabilities. According to Krystal Cohen, journalist for Princeton University, “The most prominent approach for identifying gifted students has historically led to the underrepresentation of disadvantaged populations, specifically students of color, and students from low-income backgrounds”(Cohen 7). Because many Gifted and Talented programs rely on recommendations and observations from teachers, biased teachers may select unfair candidates and exclude intelligent students based on their prejudices. Also, wealthier families who can send their kids for extra help or tutoring for Gifted and Talented tests are more likely to get in than families who cannot afford to do so.
Create Comparison:
Along with the inequality aspect of Gifted and Talented programs, many argue that this system creates unnecessary comparisons between students. For example, if a student who had expected to be part of the program did not make it in, it causes the student to think poorly of themselves in comparison to the students who were accepted. Even if the student is intelligent, they will begin to doubt themselves and their own abilities, making them overall discouraged in their own academic journey. Overall, this can reduce important connections between peers due to possible feelings of resentment or inadequacy. This can also further separate gifted students from those who were not accepted, as some students may be jealous of their position. School should be a place of belonging and acceptance, where all students are equally valued and supported, regardless of test scores or teacher recommendations.
Gifted and Talented programs often create a sense of comparison and jealousy due to the academic pressure they impose. Image by Getty Images.
Conclusion:
Ultimately, the debate over Gifted and Talented programs in schools and their possible solution is not simple. While some think that gifted and talented programs benefit students by offering challenges and fostering important connections, others think that these programs cause more harm by boosting inequality and feelings of jealousy among students. Eliminating these programs can deny students the opportunity they need to grow, but ignoring these concerns would be just as harmful. In the end, creating a flexible solution for the Gifted and Talented system to thrive while acknowledging complaints is the best way to move forward with the program.
Citations
Schneider, C. (2024, December 20). Why learning experiences must intellectually challenge all students. Getting Smart. https://www.gettingsmart.com/2024/12/20/why-learning-experiences-must-intellectually-challenge-all-students/
Park, S. (2024). Does the relationship between competitiveness and student achievement vary based on the culture of competitiveness? Evidence from PISA 2018. International Journal of Educational Research, 127, 102438. https://doi.org/10.1016/j.ijer.2024.102438
Young, Gifted, and Black: Inequitable outcomes of gifted and Talented programs. (n.d.). Journal of Public and International Affairs. https://jpia.princeton.edu/news/young-gifted-and-black-inequitable-outcomes-gifted-and-talented-programs
